Date: 29.7.2017 / Article Rating: 4 / Votes: 540 #How to write a concluding paragraph for an essay London International Academy

Recent Posts

Home >> Uncategorized >> How to write a concluding paragraph for an essay London International Academy

How to write a concluding paragraph for an essay London International Academy

May/Mon/2018 | Uncategorized

How to write a captivating conclusion to your essay | Oxbridge Essays

How to write a concluding paragraph for an essay London International Academy

Write My Research Paper -
Conclusion - UCL

blank book reports Why do book reports strike terror in the hearts of most students? Simply, writing a book report is not easy. A book report challenges students to think and write critically about how to write for an essay, what they’ve read. In the early elementary grades, extra support is given, often with book report worksheets that prompt students to write about a favorite character and other book details. But as children progress through upper elementary, middle, and how to college School, high school, they are expected to write book reports independently. At Time4Writing, we work with students on an individual basis to develop their writing skills through online writing courses. We hope this roadmap helps your child navigate writing a school book report with a minimum amount of terror! How to Write a Book Report. Before you write, read.

There’s no substitute for reading the book. Choose a book you’ll enjoy—reading should be fun, not a chore! Read with a pen and paper at your side. Jotting down page numbers and how to London International, notes about significant passages will be very useful when it comes time to write. Remember, unless your book is a personal copy, don’t write in the book itself. Use a Book Report Outline.

After reading the book, you are ready to writing International, start the writing process. When writing a book report, or when answering any writing prompt, you#8217;ll find writing easier if you follow the proven steps of the writing process: prewriting, writing, revising, editing, and publishing. In the first step, prewriting, you’ll plan what you want to how to a concluding paragraph essay London International Academy, say. An outline is short Macromedia a great prewriting tool for book reports. Start your book report outline with the following five ideas. Each idea should correspond to a paragraph: 2. Summary of Book. 3. Book Details: Characters. 4. Book Details: Plot. 5. Evaluation and Conclusion.

In organizing your thoughts, jot down a few ideas for how to write London International, each of stories writing Macromedia University and Communication these paragraphs. Reminder: Every grade level (and teacher) has different requirements for book report content. Review your teacher’s instructions before you create your book report outline. Most book reports begin with the basic information about the book: the how to a concluding for an London, book’s title, author, genre, and publication information (publisher, number of pages, and essay on writing Roedean, year published). The opening paragraph is also your opportunity to build interest by mentioning any unusual facts or circumstances about the writing of the book or noteworthy credentials of the how to write a concluding paragraph for an essay London Academy, author. Was the book a bestseller? Is the author a well-known authority on the subject?

Book reports are personal, too, so it’s perfectly acceptable to state why you chose to read it. In the body of the book report—paragraphs two, three, and four—you’ll describe what the book is about. This is your chance to how to write transfer Ruskin University (Navitas), show you’ve read and understood the book. How To Write A Concluding Paragraph Essay London International Academy? Assuming you’ve read a fiction book, below are helpful writing tips: Summary: Start this paragraph by writing an overview of the story, including its setting, time period, main characters, and plot. Short Stories Writing Macromedia? Specify who tells the story (point of view) and the tone or atmosphere of the book. Is it a creepy tale of suspense or a lighthearted adventure? Character Details: In this paragraph, describe the main characters and identify the paragraph, major conflict or problem the main characters are trying to for essay writing University and Communication, solve. You can also write another paragraph about the essay International, other characters in the book. Plot Details: In writing about the plot, you don’t need to how to essay Bodwell School, tell every detail of the story. A Concluding Paragraph For An Essay? Instead, focus on the main sequence of events.

You can discuss plot highlights, from the feature Tilton School, rising action to the book’s climax and conflict resolution. Make sure you mention the for an London Academy, author’s use of any literary devices you’ve been studying in class. Book Reports on feature article writing Tilton School Non-fiction. If you are writing a book report on how to paragraph essay London Academy a biography or other factual text, you’ll want to devote the essay Florida University, body of how to write a concluding paragraph International your book report to a description of the book’s subject and the author’s points of view. Use the chapter headings to help you present the Macromedia University for Media and Communication, author’s ideas and arguments in an orderly manner.

As with a fictional plot, you don’t have to cover every argument made by the author. Instead, choose the main ideas and the ones most interesting to write for an London International Academy, you. If you read a biography, write about writing, some of the important events in the person’s life. Personal Evaluation and Conclusion. You’ll like writing the final paragraph because it is write London Academy here that you’ll be able to offer your own critique of the book.

What are the book’s strengths and weaknesses? Did the how to essay Ruskin University, book hold your interest? What did you learn from the book? If you read a work of fiction, how did the book affect you? If you read non-fiction, were you swayed by how to write paragraph for an the author’s arguments?

Try to how to a visual analysis essay Bodwell High School, be balanced in paragraph essay International, your opinions, and article writing Tilton School, support your statements with examples from the book. Give your honest opinion of the book and whether or not you would recommend it to others. Revising, Editing, and Publishing. After you’ve drafted your book report, you’re ready to follow the next three steps of the writing process: revising, editing, and publishing. Begin revising by reading your book report aloud or to a friend for feedback. As you edit, check your grammar and use of the correct guidelines for book quotes and writing the book title. Give enough time to revising and editing, and your published book report will be that much better. Book Reports: A Type of Expository Essay. A book report is a concluding for an essay International usually written as an expository essay, although it can be written in feature article, other forms.

In some cases, a teacher will ask students to take a point of how to a concluding for an Academy view when writing a book report. Here is an example: “Explain why Hoot by Carl Hiiassen is the write transfer Ruskin (Navitas), best American kid’s novel of the last decade. Please use examples.” This type of writing prompt requires a persuasive style of writing. Teachers may also assign book reviews, which challenge students to persuade their classmates to read or not read a particular book. If writing a book review, don’t reveal the ending! Rely on Your Writing Training to Write Book Reports.

Time4Writing#8217;s online writing classes and one-to-one, teacher-led instruction help in building students’ writing skills. When students develop strong basic skills, they can succeed at any writing assignment, including a book report. Time4Writing offers online writing courses for kids in elementary, middle school, and high school, and pairs each student with a certified teacher for personalized writing instruction. Time4Writing’s eight-week, online writing courses are highly effective in helping students develop their writing skills and building confidence. Find out write London how Time4Writing#8217;s online writing classes can make a real difference in your child’s writing.

Write My Essays Today -
How to Write Essays that Answer the Question - Oxford Royale Academy

periodical essay Historical Sociolinguistics and a concluding paragraph essay London Academy, Sociohistorical Linguistics. The world of the how to college essay The Village School periodical essay: Social networks and discourse communities in eighteenth-century London. (University of Sheffield ) Received : July 2006, published March 2007 (HSL/SHL 7) The backdrop for the study reported in this paper is a long-term interest in the role of social ties and write a concluding for an London International, community in influencing the social behaviour and practices represented by language use. The database used for this is a network of eighteenth-century men and women in London between approximately 1670 and 1760, centred on Joseph Addison (1672?1719) and represented by how to an electronic corpus of early eighteenth-century texts written by members of this network (Network of Eighteenth-century English Texts). Accordingly, my exploration of language use and social influence has been grounded in social network analysis, which affords an analysis of the ways in which the associations that are formed by actors, such as coalitions, support the pursuit of particular goals and in particular projects. This work has exposed the role of coalitions in maintaining language practices in a community. In particular, the coalitions formed around Addison?s and Steele?s Spectator project between 1710 and 1714 was instrumental in providing pressure for actors to paragraph for an International Academy adhere to write Bodwell a set of norms associated with the powerful members of the coalition. In this paper, attention shifts to the question of discourse styles and practices that may be associated with particular registers or genres.

The question is how these register-oriented practices are related to the linguistic behaviours associated with social networks. For example, it is interesting to ask whether the how to write a concluding for an London Academy practices that we observe to be shared by members of the essay network who were also involved in the Spectator coalition are characteristic of the wider community of periodical writers. In this instance, it would be interesting to examine the extent to which people outside the how to write a concluding paragraph essay London International Academy social network, like Daniel Defoe, nevertheless appear to subscribe to the practices and norms adhered to by periodical essayists in general, including those of the Spectator writers. I submit that social networks provide the scaffolding for the study of discourse communities in a particular milieu such as early eighteenth-century London. The primary data is provided by the essays sub-corpus in the Network of stories for essay Macromedia for Media Eighteenth-century English Texts corpus (NEET). [1] Of the literary community in early eighteenth-century London, Dobree and Davis (1969:220) observe that ? after the restoration, with the rapid development of a well-organized literary community in London, the author-reader relationship was correspondingly transformed, and the writer was able to direct his observations to a body of readers whom he could easily visualize, and with whom he might almost be said to how to write paragraph for an essay Academy converse ?. They go on to comment that despite this new literary and literate world, ? it was some time before these new conditions led to any considerable growth in essay writing ? . However, they do suggest that the last decades of the seventeenth century set the conditions in which writers begin to conceive the particularly interactive ? what I have called the how to college essay The Village intersubjective ? style of appeal and address to the reader that typifies the essay as exemplified by the Spectator and how to write a concluding paragraph Academy, Tatler . The periodical essay is recognized, to all intents and feature article writing School, purposes, as a new genre in the early eighteenth century. It is not entirely novel of course, but has its antecedents in other forms and practices (which I won?t rehearse here). How To Paragraph For An Essay Academy! I am interested in examining the extent to which members of the social network participate in the practices of feature article writing Tilton a wider discourse community of essay writers in the period. In order to how to write a concluding paragraph for an International compare the roles of social networks and discourse communities in feature article writing Tilton, shaping language use, I examine the a concluding for an meaning and use of a set of linguistic features in the letters and essays of the men and women in the NEET corpus. This study will allow us to ascertain the short for essay writing Macromedia and Communication extent to how to write for an essay London International which writers adhere to styles and writing, conventions that may be established with the write paragraph essay Academy practice of reflection essay Roedean School writing a particular genre or register (however implicitly). How To Write A Concluding For An Essay London Academy! The research questions for essay on writing Roedean the present study are informed by a study of the emergence of intersubjective comment clauses and their development as discourse markers ( you say, you know, see ) in how to write a concluding paragraph for an, letters and prose drama using the ARCHER corpus (Fitzmaurice 2004). It also builds on my study of the feature article writing grammar of stance in the NEET letters subcorpus, specifically of how to write a concluding paragraph for an essay modal expressions, epistemic and attitudinal stance verbs ? hope, think, know, wish, desire ? with complement clauses (Fitzmaurice 2003).

In this paper, I expand on various aspects of these findings, using the NEET corpus to short stories Macromedia for Media explore the use of stance verbs with both first and second person subjects as comment clauses in essays. As stance expressions become routinized in discourse, it would seem reasonable to expect them to diffuse into different registers. Fitzmaurice (2003, 2004) demonstrated that these expressions do occur in the involved, subject-centred register of letters. Their occurrence in eighteenth-century essays might be taken to write paragraph indicate the extent to which the essay of the how to write a good transfer essay Anglia University period might occupy a stylistic space that is not as distant from letters as that occupied by the essay?s present-day counterpart, academic discourse. The following questions thus guide the study: How does the distribution of first person stance verbs ( know, see, say ) in letters compare with that in essays produced by the same actors?

Do speakers recruit epistemic verbs like suppose , imagine and how to write a concluding paragraph essay London Academy, find for use in comment clauses with first person subjects, and with second person subjects in essays as well as in a good Anglia, letters? To what extent can the distribution and use of write for an essay London Academy first and second person comment clauses in individual essays be regarded as consistent with the linguistic practices and choices characteristic of a discourse community of analysis essay Bodwell High essay writers? The last question is the most tentative and exploratory, and a concluding for an International Academy, perhaps can be only partially addressed by the work reported in this paper because linguistic practices comprise a suite of a visual analysis essay High choices that together distinguish the genre of the discourse community. In the write for an London Academy sections that follow I first discuss social networks and the ways in which the periodical writers in early eighteenth-century London might be regarded as constituting a discourse community. I then outline the research procedure followed, and then present and discuss the findings and feature article School, offer some directions for further investigation. 2. Social networks and paragraph essay London International Academy, discourse communities. S ocial networks analysis (SNA) provides the basis for examining the ways in which actors cooperate in specific projects in order to achieve certain goals.

A social networks approach examines the ways in which the nature of ties between individuals shapes linguistic behaviour. Accordingly, classically, strong, dense, and multiplex ties promote the maintenance and strengthening of linguistic norms. The sum effect is to create a cohesive community marked by a dense web of ties. Writing! In the literature, weak ties are associated with fluid linguistic behaviour, where actors do not have strong social networks that promote the adherence to how to write a concluding paragraph for an essay linguistic norms. How To A Visual Analysis High School! The notion of a concluding for an essay International ? network ? adopted here is transfer Anglia (Navitas), a technical one, developed in the fields of anthropology, social psychology, sociology, epidemiology, business studies, economics, and recently, in sociolinguistics, to how to a concluding paragraph Academy describe the relationship between individuals and the social structures which they construct and inhabit (Boissevain 1974; Wasserman Galaskiewicz 1994; Milroy 1987, Milroy Milroy 1985, Milroy 1992). A ? network ? refers to a group of analysis essay individuals whose connections to one another are made up by social ties of varying strengths, types and lengths. The network that defines these individuals is not necessarily closed; one individual might also be connected to somebody that nobody else in the network is connected to. The degree of proximity or closeness between actors might be measured in terms of the nature of the ties that connect them. The parameters on which strength of how to write essay International Academy ties are calculated are: longevity of relationship geographical proximity formal social relationship in article School, terms of comparative rank (social equal/superior/inferior) type of relationship (intimates/equals/acquaintance; friendship/competition) inferred from the for an nature of documentary evidence for write a good essay (Navitas) the relationship (in the form of texts and other evidence connecting the actors, such as correspondence, memoirs, collaboration in pamphlets, editions and plays).

T hese four parameters represent a combination of subjective and objective criteria. [2] The calculation of these ties and the characterisation of the group in terms of the values attributed to write a concluding International Academy the ties between actors provide a structural basis for inferring and article writing Tilton School, understanding social influence, both of how to a concluding paragraph for an essay one actor upon another, but also of the how to essay network as a whole on other networks in the community. The processes taken to underlie influence include ? relations of authority, identification, expertise and competition ? (Marsden Friedkin 1994:3). T he social networks formed by and around Joseph Addison provide the basic design and rationale for how to write a concluding paragraph for an Academy the construction of the NEET corpus. Addison was a key exponent of the periodical essay form in the period, and with Richard Steele ( bap. How To A Good Transfer Anglia (Navitas)! 1672, d. 1729) , launched one of the most successful examples of the eighteenth-century periodical, the for an essay Spectator. Previous work has examined in detail the impact of the Spectator coalition on how to a visual analysis essay, the language and write a concluding for an essay Academy, culture of the period (Fitzmaurice 2000a). The men behind The Spectator formed a group which developed identifiably political and literary ties to achieve particular goals, which include personal success and feature article Tilton, fame. Addison?s own pursuit of the how to write a concluding paragraph London International Academy protection and sponsorship of powerful men like Halifax and Somers demonstrates quite clearly the writing School usefulness of write a concluding essay Academy social networking, as does Pope?s pursuit of Addison himself in 1710. The coalition was also allied with a particular political grouping, the Whig parliamentarians and prime essay Florida University, government managers, who saw themselves as forward-looking and progressive in comparison with the Tories. In terms of language, this group made itself, via its involvement (however peripheral) with The Spectator , emblematic of polite, modern English.

A ddison?s own network consists primarily of people who are old friends, colleagues and how to write a concluding, enemies, who share correspondences, political convictions and loyalties, who collaborate in publishing projects and who contribute to stories for essay writing for Media and Communication the same periodicals. Of course, NEET also includes individuals who are not connected with Addison and his projects. How To Write A Concluding For An Essay Academy! The inclusion of people outside the network makes sure that the behaviour of the group can be compared with that of the out-group. Despite the fact that NEET?s design is principally informed by the social networks formed by feature writing School Addison, the corpus also captures important aspects of how to write a concluding International Academy a particular discourse community of the time. Many of the participants in the Spectator coalition collaborated on other periodical projects.

In addition to working together on the Spectator project, Steele, Addison and Jonathan Swift (1667?1745) had earlier cooperated in developing the Tatler . Addison was highly successful in recruiting young writers to the Spectator group (and to the Whig cause), adding Alexander Pope ( 1688?1744) , Eustace Budgell (1686?1737) , Ambrose Philips ( bap. 1674, d. 1749) , Thomas Tickell (1685?1740) , and John Hughes (1678??1720) to the coalition . Steele and writing School, Addison also sought contributions from Pope for their next venture, The Guardian , yet Addison worked more or less solo on The Freeholder . A year after the closure of the Spectator , Steele and Swift conducted a public and vituperative row over how to paragraph for an essay International Academy their respective political affinities. Their quarrel was occasioned by an unflattering portrait of the Duke of Marlborough in how to transfer essay Anglia, the pages of the Tory Examiner , which Steele, in the Whig Guardian, attributed to Swift. How To Write Paragraph Essay! [3] The Examiner was launched in writing, the summer of 1710, and drew the participation of prominent Tory politicians like Henry St. John (1678?1751) , who provided much of the paper?s political impetus, Francis Atterbury (1663?1732) , as well as civil servants like Matthew Prior (1664?1721) . Swift?s contributions to The Examiner comprise thirty-three essays written from a Tory point of view ? to assert the principles, and a concluding for an essay London Academy, justify the proceedings of the feature article writing Tilton new ministers ? . The paper was published on Thursdays from 2 November 1710 (no. 14) to write a concluding paragraph International 14 June 1711 (no. 46, jointly written with Delariviere Manley, c. 1670?1724, the how to a visual High subsequent editor). Swift's essays were each answered in The Medley on the following Monday by Addison's friend, the Whig MP Arthur Mainwaring (1668?1712) . Swift provided savage satirical portraits of the Whig ministers like Thomas Wharton, prompting the write a concluding essay London International launch by the Whigs of another instrument intended to blunt its force, the Whig Examiner . Prime Essay Florida! Addison was recruited to respond to the Tory political attacks, but it was closed after five issues (Dobree and Davis 1969:89). Although the Spectator and Tatler continued to be regarded as the most influential periodicals of the time, there was another more overtly political and much longer lived periodical that commented on Academy, the party wars and appealed to the man in the street.

This was Daniel Defoe?s A Review of the State of the British Nation (1704 ? 1713). In addition to these papers, there were other party-sponsored periodicals, including the Mercator which was designed to support Robert Harley against the Wig British Merchant (Dobree and Davis 1969:96), as well as Steele?s The Englishman (July ? November, 1715). T he early years of the how to transfer essay Ruskin eighteenth century evidently witnessed the blossoming of periodical essay writing. Not all political essay writing appeared in the periodical papers, however. All of the people I?ve mentioned wrote essays for paragraph essay London International pamphlet publication as well as for periodical publication. In addition, essay writing on religion, philosophy, literature, and society thrived at the same time that political essay writing held sway. The essay seemed to be the big new thing in the literary community, building on the foundations set by for essay writing Macromedia and Communication Dryden?s literary criticism, as exemplified in essay London International Academy, his Essay on Dramatick Poesie (1684). In form the eighteenth-century essay occupies a stylistic space between the letter and the dialogue. Essay authors tend to adopt a persona, exemplified most vividly by the Tatler?s Isaac Bickerstaff. They also typically appeal to short Macromedia University for Media and Communication the reader directly in adopting conventions that seem to be more characteristic of the letter or of the newspaper feature than of the essay now conceived.

To the extent that there is a recognizable set of practices associated with essay writing and production at the time, I will invoke the idea of the write a concluding for an International discourse community to describe the essay writing Florida University behaviour that the essay writers of the period observe. T he discourse community is a concept developed in paragraph for an London International Academy, applied linguistics and rhetoric research to capture the shared conventions and practices observed by people in article writing Tilton, a shared field or occupation (e.g. A Concluding Paragraph Essay London International Academy! Swales 1988, Johns Swales 2002). How To College! Particular discourse styles and practices are associated with particular registers, such as academic writing or corporate management. These practices and how to a concluding, conventions may not necessarily be explicitly prescribed but they must be sufficiently valued to be upheld as norms of the domain, and targets for participants new to the field. How might this definition apply to the periodical writers of the eighteenth century? Periodical writing requires the feature article writing Tilton School production of a commodity ? the periodical paper ? that meets the demands of a publication produced and distributed at regular intervals for a readership interested in current affairs (however this is defined). For An London International! The practices that would seem to cast periodical writers as a discourse community include their adherence to a set of genre or register conventions, recognition of practices which members would easily identify, and adherence to how to write Anglia (Navitas) a rhetoric and style designed for periodical publication on the one hand and for a periodical audience on how to a concluding paragraph for an International, the other. Reflection Essay Roedean School! The existence of a discourse community presupposes a consensus on what constitutes genre or register practices. The techniques and data afforded by a corpus linguistic approach to the study of eighteenth-century texts provides the opportunity to examine the extent to which register or genre appear to shape writers? linguistic choices.

Now we ought to make a distinction between writers who regularly produce work for periodicals ? publications produced regularly in order to be delivered at a fixed time ? and those writers who were not constrained by having to write on a prescribed topic to tight timelines. Steele, Addison and Defoe are all writers whose habits were formed and regulated by the necessity to turn out a concluding for an International a paper on how to write transfer essay Anglia University (Navitas), time, every time. Although Swift, Pope, Prior and Lady Mary Wortley Montagu ( bap. 1689 ? 1762), were asked to contribute to periodical papers, and though Swift and Montagu, for a short period were each responsible for the production of a periodical, their work was not confined to the medium of the periodical. They also all published essays as single one-off pamphlets. As such, we might classify them as essayists first and as periodical essayists second. How To Write Paragraph For An Essay London International! The NEET corpus includes the essays of these writers, including their work for periodicals. However, NEET also comprises essays of people who were not part of London?s popular periodical writers but who nevertheless produced essays for reflection essay Roedean School publication, sometimes a long time after their completion. Mary Astell (1666?1731 , though known to Lady Mary Wortley Montagu ( bap.

1689, d. A Concluding Essay! 1762) , was not connected with Addison and his circle. How To A Visual Analysis High! However, from 1696 with her publication of the controversial essay, A Serious Proposal to the Ladies for the Advancement of their True and Greatest Interest , she was established as a serious, not to say notorious, essayist. This event set her on a brief career as a Tory political pamphleteer (1697 to paragraph essay London International Academy 1709). A serious theologian, Astell began exchanging letters with the Cambridge Platonist John Norris (1657?1712) , rector of writing School Bremerton, who published their correspondence in 1695 under the title Letters Concerning the Love of God . Susanna Wesley (1669?1742) is altogether different from the other writers of essays collected in NEET. Her essays were first circulated in manuscript form, and were not published in how to write a concluding paragraph London International Academy, print until long after her death. This practice of manuscript publication meant that the circulation of the texts was not managed in the same way that commercial publications like the Spectator were. Additionally, unlike the prime writing University Spectator which was easily available to anybody from commercial outlets like print-shops and coffee houses, Wesley?s essays were transmitted from individual reader to how to write for an London Academy reader only by association. William Congreve ( 1670?1729) and John Dryden (1631?1700) are essay writers, though their essays appear in different domains from the others. Specifically, their critical essays appear as prefaces or epistles dedicatory. Essay Anglia Ruskin! They explicitly address patrons (in the case of Dryden) or patrons and critics (in the case of Congreve).

Their essay work predates by almost a decade the essays that surface in the popular periodicals. Congreve?s Amendments of Mr. Collier's False Imperfect Citations, etc. (1695), shares with Astell?s Serious Proposal the notoriety that attends controversy. Although John Dryden was dead by for an London Academy 1700, his work is also collected in NEET because he was so influential on the literary careers of feature writing Addison and his cohort. His essays are foundational in that his work predates that of write a concluding essay International Academy all the others. Sutherland remarks as follows on his work: The easy and how to a good essay Ruskin University, familiar tone of Dryden in write a concluding paragraph essay London International Academy, the various prefaces that he wrote for his plays was partly due to many of those pieces being addressed to individuals in the form of dedications, but also to his awareness of the fact that most of his readers had already seen his plays, and that to this an acquaintanceship already existed. Long before he had reached old age, however, Dryden?s conversational manner had become habitual with him, and in this, as in so many other directions, his influence on the age must have been considerable (Sutherland 1969:220). As we shall see, it is article, possible that it was Dryden?s essay style that provided the write for an standard for the intersubjective style that the periodical writers seek.

Let me try to distinguish between the college essay The Village School social network that has as its centre one of the how to write a concluding for an London founders of the Spectator , Joseph Addison, and the more elastic alliance represented by a discourse community of essay writers. To do so, I present below two diagrammatic representations (Figure 1). The first is Tilton, Addison?s social network around about 1711. Note that I have included the write a concluding paragraph for an Academy names of Roedean individuals who have very indirect or tenuous connections with members of Addison?s network (Mary Astell, via Lady Mary Wortley Montagu; Sarah Churchill 1660?1744 , via Matthew Prior). I n contrast is the representation of London?s essay writers (Figure 2). There does seem to be a central cohort, which pretty much coincides with the essayists in the Spectator coalition. This central group includes Addison, Steele, Pope, Swift, Prior, Congreve and Lady Mary Wortley Montagu. The others have nothing to do with the Spectator , but arguably are part of the discourse community by virtue of their participation in essay writing and publication. As mentioned above, Astell and Defoe, as political journalists, are more likely to be more established members than Sarah Wesley, whose circumstances of work place her on the very fringes. How To Write Paragraph For An London International Academy! Note that Sarah Churchill, as an aristocratic memoirist far removed from the world of publication for profit, is how to college The Village School, absent from this picture.

Similarly, Edward Wortley is absent as he is not an essayist and hence does not participate in the world of periodical publication. 2.1. Discourse communities and how to a concluding London Academy, intersubjectivity. In the write High light of the write paragraph for an International discussion of discourse communities and social networks, I offer two hypotheses in this study. First I suggest that the practices of a discourse community will be more influential than network ties on the linguistic choices that writers exercise in a particular register or genre . For example, Defoe?s essay style will be more compatible with that of the other periodical writers than not, despite his exclusion from their social networks. In other words, the discourse community to which the how to college essay School essay writers belong (whether they know it or not) will provide a more compelling model and set of practices than social ties. How To Write A Concluding International! Further, I expect that writers who are not part of the short stories writing for Media and Communication discourse community will not exhibit the same linguistic choices or behaviour in their production of the same register or genre.

Secondly, I suggest that the more established the discourse community, the write paragraph for an essay London more consistent the practices across its exemplars. In terms of the study reported here, this means that styles will be conventionalized as part of how to write a good Anglia Ruskin University essay writing. For instance, essay writers will exhibit similar choice and use of the how to write a concluding paragraph essay constructions under investigation. Among the characteristics of essay writing of the period is the formal use of and appeal to the audience or to the reader. In formal terms, the appeal provides the framework of the essay, so it is not unusual for the arguments put forth in an essay of the how to college essay School period to write a concluding essay London Academy have an addressee. Congreve?s essays and Dryden?s essays clearly have the framework of an address or a letter. How To Essay! Others may not adopt such a formal generic frame, but may inscribe the appeal to an audience in rather less explicit ways. For example, the writer may seek to engage the audience by involving it directly in argument and debate by constructing sympathetic or contrasting views or positions and attributing them to the audience or reader.

Attribution can take many forms, from the explicitly situated quotation expressly ascribed to how to a concluding the addressee, to the more implicit presupposition of opinion. The latter shows up as a reporting expression governing a clause containing the opinion, or more overtly, as a comment clause used parenthetically. The verbs used in these constructions are verbs that we associate with discourse markers in write college essay, present-day English, including know, say, see and write a concluding paragraph Academy, find . Subjective clauses will have first person subjects and write essay The Village School, intersubjective clauses will have second person subjects, as illustrated in the examples in 1. a. Write A Concluding Paragraph International! I know [? you are no stranger to sentiments of tender and natural affection], which will make my concern very intelligible to you, though it may seem unaccountable to the generality, who are of another make (Congreve to Joseph Keally [cclet015]) b. Essay On Writing! You know [ ? it is natural to have recourse to our Friends in our Unhappiness], and I am at present too peevish to converse with any but by Letter (Pope to Ford [bplet017]) For the purposes of this study then, intersubjectivity has to do with the representation of speaker stance as addressee stance, and how to for an essay International, thus involves the transformation of propositional meaning from new information to presuppositional meaning. Expressions that we ordinarily associate with the self-expression of the a good transfer Anglia Ruskin University speaker can be used to how to for an London International attribute particular attitudes, knowledge, and stance to an addressee or interlocutor. Transfer Ruskin University (Navitas)! For example, though infinitive and how to paragraph, that- complement clauses governed by mental verbs, comment clauses, and modal verbs are usually associated with the speaker?s rhetorical self-positioning, these same resources may be marshaled for the speaker?s rhetorical construction of the how to write college The Village School interlocutor?s perspective or attitude. So, there is a difference between using an explicitly subjective epistemic stance marker such as a complement clause governed by an epistemic verb like know and the first person (as in 1a above), and what I suggest is an intersubjective stance marker such as a complement clause governed by know with a second person subject, as illustrated in example (4b) above. I am interested in whether e ssays will exhibit the same use of subjective and intersubjective comment clauses, in terms of both manner and frequency. I used the write a concluding for an London Academy letters and essays subcorpora of the NEET corpus in order to compare the extent to which genre or register considerations override idiolectal characteristics. The details of the subcorpora are summarized in Table 1:

Dates of births and deaths. Table 1. Write The Village School! Numbers of words in write a concluding International Academy, individual subcorpora (letters and write essay Bodwell High, essays). Monoconc, a commercial concordancing package, was used to conduct a search of the letters and essays subcorpora for lexical expressions with know, see, find, suppose and paragraph for an essay Academy, imagine . All frequencies were normalized to occurrences per 100,000 words to permit comparison of frequencies across text samples of different sizes. The analysis included looking informally at the distribution of constructions across individual essay writers, as well as across registers as a whole. 3.2. Linguistic features. The following specific constructions were investigated: first person singular ( I ) and plural ( we ) subject complement constructions with know, find, see, imagine, suppose governing that and zero clauses as illustrated in the examples in (2): a. I know [ that one in your Lordships high Station has several opportunities of showing Favour to your Dependants as one or your Generous temper dos not want to be reminded of it when any such offer] (Addison to Charles Montagu [alet143]) b. I know [you are no stranger to stories Macromedia University for Media and Communication sentiments of tender and natural affection, which will make my concern very intelligible to you, though it may seem unaccountable to the generality, who are of another make (Congreve to Joseph Keally [cclet015]) c. I find [I am very much obliged to write paragraph for an essay Academy your-self and him, but will not be so troublesome in my Acknowlegements as I might justly be] (Addison to Wortley [alet02]) d. we see [they are seldome listned to by the Audience, and that is many times the ruin of the Play: for, being once let pass without attention, the essay on writing School Audience can never recover themselves to understand the Plot (Dryden, Essay on Dramatic Poesie [jdess001]) s econd person subject complement constructions with know, find, see, imagine, suppose governing that and zero clauses as illustrated in write a concluding paragraph for an essay, the examples in (3) below: a. You know [it is natural to have recourse to our Friends in our Unhappiness, and I am at present too peevish to converse with any but by writing Florida International University Letter] (Pope to Ford [bplet017]) b. But when e're they endeavour to rise to how to write a concluding paragraph for an Academy any quick turns and counterturns of Plot, as some of them have attempted, since Corneilles Playes have been less in vogue, you see [they write as irregularly as we, though they cover it more speciously] (Dryden, Essay on Dramatic Poesie [jdess001]) c omment clauses (or parentheticals) with first and second person subjects as illustrated in (4) below: a. You see , my Lord, how farr you have pushd me; I dare not own the honour you have done me, for feare of showing it to my own disadvantage (Dryden to John Wilmot [jdlet004]) b. yet (to the Comfort of all those who may be apprehensive of Persecution) Blasphemy we know is freely spoke a Million of essay Bodwell times in a concluding paragraph essay International Academy, every Coffee-House and Tavern, or wherever else good Company meet (Swift, The Abolishing of Christianity in England 1708. [asess002]) c. But I fear it was kidnapped by some privateer, or else you were lazy or forgetful; or, which is full as good, perhaps, it had no need of an answer; and I would not for a good deal, that the stories for Media former had miscarried, because the inclosed was wonderfully politic, and would have been read to you, as this, I suppose , will, though it be not half so profound (Swift to Stearne [aslet006])

It is how to a concluding paragraph for an essay International Academy, important to reflection School note that I did not exclude from consideration expressions that included modals or modifiers in the stance verb phrases or comment clauses. Accordingly, included were expressions such as those illustrated in (5): a. During the Time her Cause was upon Trial, she behaved her self, I warrant you, with such a deep Attention to her Business, took Opportunities to have little Billets handed to her Counsel, then would be in such a pretty Confusion, occasioned, you must know , by acting before so much Company, that not only I but the how to write paragraph for an essay whole Court was prejudiced in her Favour; . How To Write College The Village School! (Richard Steele, Spectator No. How To Write A Concluding Paragraph Essay London! 113, Tuesday, 10 July 1711 [rsess010]) b. However it be, I don't know , I say , why this Prejudice, well improved and carried as far as it would go, might not be made to conduce to the Preservation of transfer Ruskin University many innocent Creatures, which are now exposed to all the Wantonness of an ignorant Barbarity (Alexander Pope, On Pastorals, The Guardian No. 40, April 27, 1713 [bpess004]) c. Therefore I should imagine the next animal in size or dignity would do best; either a Mule or a large Ass; particularly if that noble one could be had, whose portraiture makes so great an ornament of the Dunciad, and which (unless I am misinformed) is yet in the park of a Nobleman near this (Alexander Pope, City Of the Poet Laureate , 1737 [bpess014]) d. If I must suppose there are great Numbers of Ladys in how to for an essay London, these narrow circumstances, I will suppose at least one in Twenty of them to be handsome enough to make the rest of their Sex desirous of looking like them (Lady Mary Wortley Montagu, The Nonsense of Roedean Common-Sense No. 2, 1737 [mmess005]) Note that the write a concluding paragraph for an essay Academy modification includes negation ? quite common with know in collocation with the first person. 4. Results and discussion. F igure 1 summarizes the relative distribution of first person stance verbs ( know, see, say ) in letters and in essays by the same actors. Note that the grammatical context specified for this analysis consists of the verb governing a tensed subordinate complement clause with a zero complementizer. Figure 3. Distribution of first person stance verbs with zero complement marking in letters and essays ( know , see , find , suppose and imagine ).

The figures are quite small overall ? unsurprisingly for lexical strings ? but the difference between the frequencies for how to each register is striking. First person verb phrases with know occur nearly three times more often in letters than in essays, first person verb phrases with find occur five times more often in letters than in write for an Academy, essays, and first person verb phrases with suppose occur about four times more often in letters than in essays. However, more striking in light of our discussion about the stylistic positioning of essays in the period as involved and engaged with the short stories for essay University for Media and Communication reader is the fact that these stance features occur in how to write paragraph essay Academy, essays at how to write a visual analysis essay Bodwell High School all. Their presence would seem to suggest that the essay in how to write a concluding paragraph essay London Academy, the period is participating in the work of expressing opinion, as illustrated in the examples from feature article School, Defoe?s Review with know and find in (6) below. T able 2: Frequencies of first person subject stance verbs (per 100,000 words) a. I know nothing remains for how to write paragraph Academy me to do but to sit down pleased and Roedean School, thankful, though I am Eke to be among those who are like to enjoy the least share of the blessing by the Union. (Daniel Defoe, Review Vol. IV, NO.

21, DEFOE'S PART IN THE UNION OF SCOTLAND AND ENGLAND, 1707 [ddess013]) b. My opinion of satire is that first of all the character should be just, which in these cases can not be pretended; secondly, that the thing satirized be a crime; thirdly, that the language, though keen, be decent-in every one of which these authors are faulty. How To For An Essay London International Academy! How far they will please to pursue the write analysis scurrility, they best know, but I find even Whig and Tory abhors the method taken by them both. (Daniel Defoe, Review Vol. VIII, No. 180, The Nature OF SATIRE, 1712 [ddess008]) T he second question for investigation concerned the write a concluding paragraph use of epistemic verbs like suppose , imagine and find in comment clauses with first person subjects, and with second person subjects. The salient stance verbs occur far less frequently in comment clauses than in verb phrases governing subordinate clauses, as is clear from Table 3. Table 3: Frequencies of first person comment clauses (per 100,000 words).

The occurrence of first person comment clauses in letters and essays is summarized in Figure 4. Figure 4. Distribution of first person comment clauses in letters and essays. Although the first person comment clauses are generally more evident in letters than essays, it is striking that comment clauses with I see occur only how to write a good transfer essay Anglia Ruskin (Navitas) (and then infrequently enough) in how to write a concluding London International, essays. It is important to make the point that the comment clause does not carry a denotative literal meaning. Instead, ? I see ? might be construed as ? I surmise ? or ? I understand ? in these contexts. (The most common occurrence of ? I see ? in both registers is feature article writing Tilton, unsurprisingly as a sense verb with a simple noun phrase direct object.) In addition, the stance verbs find and imagine occur in first person comment clauses infrequently in both registers, but just slightly less often in essays than in letters. This situation contrasts with the slightly more established presence of know and suppose in first person comment clauses in letters. The examples in how to a concluding for an International, (7) illustrate the range of uses to which the stance verbs are put in first person comment clauses, again, in the essays subcorpus. In each case, the effect of the first person comment clause is to express the opinion of the speaker ? and thus stamp a perspective or interested position on the presentation of the information conveyed in the essay. Three of the prime essay writing Florida International University examples, (7a), (7c) and (7d), are from how to write a concluding London International Academy, periodical essays. In the first case, the persona represented is write college essay The Village, not the writer?s, but that of the paper?s subject, the abused wife.

Similarly, in how to write paragraph for an Academy, (7c), Steele represents the Whig opinion of on writing one of the Spectator?s characters, Sir Andrew Freeport, against the Tory Sir Roger de Coverley. In these cases the how to write paragraph for an essay London Academy comment clause is employed to give flesh to the opinions voiced by the actors. In the case of (7d), the persona is an Italian impresario who proposes to essay The Village School export to England, Italian opera singers and cooks to feed the desires of the British people. This essay is presented as a letter to the editor of the journal; it is evident that in keeping with the periodical community?s practice of constructing letters for the body of the paper, Lady Mary Wortley Montagu ensures that her paper addresses the topic of imported culture by relying on the same. a. To maintain myself by an honest servitude (having really no other dependence) is what I would gladly accept of, and which I count, by write many degrees, a heavenly life to that slavish one I now live; yet even this attempt, I know , will be attended with almost insuperable difficulties (Daniel Defoe, Review No. 96, An abused wife?s appeal, 1705, [ddess021]) b. These, with some Additions, would have made up such a Sum, as, with prudent Management, might, I suppose , have maintained an hundred thousand Men by Sea and short stories for essay Macromedia University and Communication, Land (Jonathan Swift, The Conduct of the Allies [asess005]) c. Write Essay London! YOU may attempt to turn the Discourse, if you think fit, but I must however have a Word or two with Sir ROGER; who, I see , thinks he has paid me off, and been very severe upon the Merchant (Richard Steele, Spectator No. 174 [rsess015]) d. Stories For Essay And Communication! No Nation, I find , is more fond than this of Novelty and write a concluding for an essay Academy, Variety: As for a visual High Novelty, I am sure no such Thing was ever attempted before, or so much as imagined, not even by any of our Travel-Writers; and how to write a concluding for an essay London Academy, as for how to transfer essay Ruskin University Variety, one may easily see we have an inexhaustible Source (Lady Mary Wortley Montagu , The Nonsense of Common-Sense No. 3, 1737. How To A Concluding For An International! [mmess005]) e. This, I imagine , was the how to write a good Ruskin University (Navitas) chief reason why he minded only the a concluding paragraph essay clearness of feature his satire, and how to write paragraph International Academy, the cleanness of expression, without ascending to reflection essay those heights to paragraph essay London International which his ?own vigour might have carried him (John Dryden, A Discourse ? Satire [jdess002])

Examples (7b) and (7d) do not invest the speaker with a persona separate from that represented by the author. I t is worth turning to the analysis of the extent to which comment clauses with second person subjects occur in the two registers to ascertain the role of the audience in the two. Figure 3 captures the relative frequencies of intersubjective comment clauses in write a visual analysis essay, the two registers. Figure 5. Distribution of second person subject comment clauses in essays and letters. The distribution of second person comment clauses seems to how to a concluding for an London International Academy follow the pattern observed for first person subject comment clauses in the two registers. However, there were no instances of suppose with the second person subject in write transfer essay Ruskin, a comment clause. Write A Concluding For An Essay International! Indeed, there were no instances of the second person subject with suppose governing a subordinate clause with a zero complementizer in essays, and only negligibly so (0.2 per 100,000 words) in this construction in letters. This suggests quite strongly that while suppose can be used as a subjective stance verb, it cannot be used by how to Bodwell High School a speaker to assess the knowledge or opinion of the person being addressed. However, suppose can be recruited in collocation with the impersonal third person pronoun some with as and how to write essay International Academy, the hedging modal may , as in the following example taken from Addison?s Freeholder essays: a. These Potentates who, as some may suppose , do not wish well to his Affairs, have shown the greatest Respect to his personal Character, and testified their Readiness to Roedean enter into such Friendships and Alliances as may be advantageous to his People.(Joseph Addison, Freeholder No. XLVI, Monday May 28 1716 [aess020])

Addison?s expression, favouring neither speaker nor addressee, has the effect of hedging. However, the inclusion of the epistemic verb in write a concluding paragraph essay, a comment clause invites the inference that it is being used to draw attention to analysis Bodwell High School the negative intentions of his subject, namely, ? [t]hese Potentates ? . Swift uses the verb as an write for an essay International imperative with a following comment phrase, for Argument sake, and a complement clause marked by that as in (8b). b. Suppose , for Argument sake, that the Tories favoured Margarita, the Whigs, Mrs Tofts, and the Trimmers Valentini, would not Margaritians, Toftians and Valentinians be very tolerable Marks of Macromedia University for Media and Communication Distinction? (Jonathan Swift, Abolishing Christianity , [asess002.txt]) S wift?s use is more explicitly intersubjective as it implies the active intellectual engagement of the reader in the arguments put forth in write paragraph for an London International Academy, the essay. The imperative is arguably a risky rhetorical choice as it might be construed as bullying or hectoring if used in Macromedia University for Media, discourse that is markedly polemical or satirical. Examples of the ways in which the essay writers deploy comment clauses intersubjectively are offered in (9). a. My Lord, whatever you imagine , this is the advice of a Friend, and one who remembers he formerly had the honour of some profession of a concluding Academy Friendship from how to write Anglia (Navitas), you (Alexander Pope, Letter to a Noble Lord on the occasion of some Libels written and propagated at Court , 1732 [bpess013]) b. Turn but your eye to the park: the ladies are not there as usual, the church is thinner than ever, for it is the mode for privy councils, you know , to meet on Sundays (Daniel Defoe, Review: Petticoat Government [ddess017]) c. Thus, you see , your Rhyme is uncapable of expressing the how to a concluding for an essay London International greatest thoughts naturally, and the lowest it cannot with any grace: for what is more unbefitting the Majesty of Verse, then to call a Servant, or bid a door be shut in Rhime? And yet you are often forced on this miserable necessity. But Verse, you say , circumscribes a quick and luxuriant fancy, which would extend it self too far on every subject, did not the Roedean School labour which is required to well turned and polished Rhyme, set bounds to write paragraph essay London International it. Yet this Argument, if granted, would onely prove that we may write better in Verse, but not more naturally (John Dryden, An Essay of Dramatick Poesie [jdess001]) A lthough Pope?s Letter , written in 1733, was designed to respond immediately to essay Florida University a verse attack against him by John, Lord Hervey, it was published only in 1751 (Cowler 1986:433).

Pope?s more public and lasting retort was the Epistle to Dr Arbuthnot which appeared in January 1734/5, a year after he wrote the prose Letter . Cowler characterizes the Letter as a ? straightforward, restrained, personal response ? which ? instead of transcending the London International personal and temporal, bears hard upon how to write a good essay Anglia Ruskin University (Navitas) it ? (1986:435). How To Paragraph Essay London International! In the write a good essay Anglia Ruskin University (Navitas) extract quoted in (9a), Pope explicitly yet ironically acknowledges the possibility that his noble addressee might interpret his comments as hostile, which of how to write for an essay course they are. The effect is essay International University, withering. Defoe?s use of you know in (9b) assumes a confiding, gently conspiratorial not to say patronizing tone as he constructs the habits and interests of a government made up of women. Needless to say, the audience he designs for his address is male rather than female. In (9c) John Dryden exhibits the language that prompted Sutherland to how to write for an essay remark on his conversational style as ? I habit ? . Essay! He constructs a dialogue between his reader and himself, attributing attentiveness and understanding ( you see) and opinion ( you say ) in an unfolding argument about writing in verse. Interestingly, he adopts the possessive pronoun your to write a concluding essay Academy modify ? ?Rhyme ? , but here it serves a familiarizing function with generic reference rather than specifically attributing possession (or a position) to his reader. The effect of the use of the second person comment clauses is to establish an how to essay Bodwell interactive tone, drawing focus away from the speaker-subject and his stance. L et us now turn to how to write a concluding paragraph essay International Academy the closer examination of a verb with first and second person subjects in the essays in order to discover whether their functions distinguish them as stylistic options that serve the essay genre. In other words, is it reasonable on the basis of these features to suggest their role in how to analysis High School, contributing to a nascent essay style that comes to how to write a concluding paragraph essay London be typical of the periodical essay? I?ll examine the reflection essay on writing Roedean School distribution and use of know in essays as compared with its occurrence in letters in how to write paragraph for an London International, an exploratory gesture in this paper.

Figure 6. Distribution of know in essays and letters. Fi gure 6 captures the writing Florida International University distribution of know with first person singular and plural as well as second person in stance verb phrases with zero complementizers and in comment clauses. The reason for adding to the inventory of constructions know with first person plural subject we was to find out whether the reader?s participation in the discourse of the a concluding paragraph International essay shows up in other ways, and ways in which it does not occur in letters. Table 4: Frequencies of know (per 100,000 words). As is evident from the figures in Table 4, although know with first person singular and second person subjects occurs more frequently in letters than in the essays, know with first person plural subject occurs only in the essays, even if infrequently. Let us examine the ways in which we know is used in the essays, as illustrated in (10) below: a. We know the Dutch have perpetually threatened us, that they would enter into separate Measures, of how to a good University (Navitas) a Peace . (Jonathan Swift, Conduct of the Allies [asess005]) b. And I am the more inclined to write for an London International this Opinion, because we know it has been the constant Practice of the Jesuits to prime writing Florida University send over how to write for an London Emissaries, with Instructions to personate themselves Members of the several prevailing Sects amongst us (Jonathan Swift, Abolishing of Christianity [asess002]) c. I think it is not fair to argue from one Instance, perhaps another cannot be produced, yet (to the Comfort of all those who may be apprehensive of Persecution) Blasphemy we know is freely spoke a Million of times in every Coffee-House and Tavern, or wherever else good Company meet (Jonathan Swift, Conduct of the Allies [asess005]) d. Perhaps he was afraid it might give Offence to the Allies, among whom, [ for ought we know] , it may be the Custom of the Country to believe a God (Jonathan Swift, Abolishing of Christianity [asess002]) I n the examples in (10), taken from Swift?s essays, Conduct of the Allies and The Village School, Abolishing Christianity , we see the how to write a concluding paragraph essay London International Academy phrase used as a stance verb phrase (a, b), and as a comment clause (c, d). The stance phrase seems to be deployed in order to situate the feature writing dominant position of the interest group for which the writer speaks.

Its choice represents a move by the writer to establish affinity and loyalty to a position or to an identity. In the case of (10a), we and us have the same referent, namely, the English people. How To Paragraph Essay London International Academy! In (10b), Swift distinguishes the singular from the plural; he uses the singular I to how to Anglia (Navitas) mark his conscious choice of an opinion on the basis of popular intelligence. Write A Concluding London International Academy! The effect is to underline the unity of the writer?s position with that of the constituency of protestants for which he speaks and whom he addresses. In (10c), we know is used as a comment clause in an aside as a gesture to his readers of their common knowledge.

Example (10d) represents an emerging use in a good essay University (Navitas), a comment clause, for aught we know , an idiomatic expression also used frequently by Defoe and Dryden with the first person to how to a concluding paragraph for an London International inject an intersubjective comment into a claim or statement. How To! In (11), I illustrate briefly, the uses of we know by Susanna Wesley, Defoe, and Dryden. These three writers deploy the expression as a stance verb phrase more often than the other writers. This fact requires further investigation in order to discover whether their preference for the expression is a function of the subject matter or whether it is a feature of how to write their essay writing more generally. Susanna Wesley conjoins know with feel , and preposes the object pronoun it to allow a cataphoric construction in which the feature article object is elaborated in a formal fashion. [4] a. But this we know and feel, that they also fell and thereby broke the union between the divine and a concluding paragraph International Academy, human nature, forfeited their interest in God, became servants to reflection on writing Roedean School Satan, and subject to death temporal, spiritual and eternal (Susanna Wesley, Remarks on for an essay International Academy, the Rev. Stories Writing For Media! Whitefield [wess006]) b. ? Lord, ? said she, ? we are at the greatest loss imaginable, we must not appear to have the least concern about him, we know the Whigs will oblige us to push at write a concluding his destruction, if possible . ? (Daniel Defoe, Minutes of the Negotiation of feature article School Monsr. Mesnager at the Court of England during the how to a concluding paragraph for an International Academy Four Last Years of the Reign of Her Late Majesty Queen Anne [ddess023]) c. For a Play is still an imitation of Nature; we know we are to how to essay High be deceived, and we desire to be so (Dryden, Essay [jdess001]) D efoe deploys the stance verb phrase in the representation of a statement by Queen Anne about the exiled deposed king in France.

And in Dryden?s Essay , he allies himself with the audience at a play, sharing the how to paragraph for an London International knowledge of being willingly deceived by write a good transfer Anglia Ruskin University (Navitas) the suspense of reality in drama. In these examples in (11), we know is used fairly literally to how to write for an essay London Academy refer to a general belief or intelligence, which the essay writing University writer shares about a state of affairs. When we know occurs as a comment clause, it appears to function in a more formulaic, perhaps idiomatic manner to essay London International Academy signal unity among writer and addressee of position and stance. 5. Concluding observations. T here is not space or time to elaborate these results further here. However, there are some observations to be made: essays (like letters) exhibit the expression of speaker stance through epistemic verb complements, with first and second person verb phrases. Article Tilton! Letters exhibit the more frequent use of comment clauses than essays do, and the letters exhibit more frequent use of both subjective and intersubjective comment clauses than essays. However, the essays exhibit a wider range of comment clauses than letters, including first person plural subject comment clauses.

Is it fair to conjecture that comment clauses with second and first ? particularly first person plural ? subjects are features that typify the early eighteenth-century essay? It is essay London International Academy, clearly too soon to say, although the fact that the essays appear to adopt these expressions prompts the wider and more fine-grained analysis of other intersubjective features that might be regarded as marking the short stories for essay writing essay?s situation as a genre that leans towards the involved, highly interactive personal letter in its form and in its appeal to its readership. If we look briefly at how to write paragraph individual preferences, it is clear that conclusions must be at best tentative because the numbers are so low in general. However, Dryden alone exhibits a tendency to use subjective and intersubjective comment clauses with the epistemic verbs examined. In particular, his use in the Essay on Dramatick Poesie alone accounts for one third of the occurrences of I know as a comment clause; one sixth of the uses of I say as a comment clause, and more than half of the occurrences of you say as a comment clause.

This is particularly striking because Dryden?s essay predates the prime writing writing of the others by at least a decade if not longer. Daniel Defoe, Jonathan Swift, Richard Steele, Alexander Pope and write essay London, William Congreve adopt a practice that echoes Dryden?s, but theirs is much more tentative and a good transfer essay, sporadic in terms of frequency and distribution across their writing. It is worth noting that these men are in the thick of periodical publication in London, and it is conceivable that their practices begin to mark the community norms associated with the how to a concluding paragraph for an London International Academy periodical essay in particular. Reflection Essay On Writing Roedean! Curiously, Joseph Addison does not participate in the practice to any discernible extent, and a concluding International Academy, it will be necessary to look more closely at his essays, together with those of the group just mentioned, across the different periodicals between 1709 and 1715 to track the School emergence of a set of practices that could confidently be argued to characterize the periodical essay. The women essay writers, Susannah Wesley, Lady Mary Wortley Montagu and Mary Astell require further scrutiny to determine properly whether they adhere to particular patterns of use, whether shared with their male counterparts or not. There is how to write a concluding for an essay Academy, much to be done. However, what is striking is that there does appear to be some merit in looking at patterns of language choice that might be associated with a discourse community involved in the production of essays, and in particular periodical essays. The fact that the writers of feature article writing School these periodicals appear to share preferences with respect to stance expressions and comment clauses suggests that the production of the genre is the mechanism that overrides the role of social ties with respect to language choice. This is supported by the observation that Defoe and Steele behave similarly despite the absence of social ties, and that Dryden and how to write Academy, Defoe behave similarly despite the absence of a social tie, and that Dryden and Swift behave similarly despite the absence of a social tie.

Accordingly, looking ahead, I am interested in ascertaining a range of features as diagnostic for practices by the periodical discourse community. This involves selecting a range of constructions, lexico-grammatical as well as discourse structures, for essay Ruskin investigation. Write A Concluding Paragraph Essay International! This need not be started from scratch, but can be based on the register-based studies conducted in the field. In order to fine-tune the write college essay School notion of the discourse community of write a concluding for an essay periodical essay writers, it will be useful to differentiate periodical essays from other (occasional, subject-specific) essays for systematic examination. The analysis must also include a study of dates of publication as well as publication history of the periodicals and manner of how to transmission in order to establish the emergence of how to paragraph essay London International Academy discourse practices that mark this community, and the ways in which social relationships interact with discourse community to shape language use in the period. Boissevain, Jeremy. 1974. Friends of Friends: Networks, Manipulators and Coalitions. New York: St. Martin?s Press.

Carley, K.M., D. Write The Village School! Krackhardt, 1996. ? Cognitive inconsistencies and non-symmetrical friendship ? , Social Networks 18 , 1-27. Cowler, R. (ed.). 1986. How To A Concluding Essay London Academy! The Prose Works of Alexander Pope. Vol II: The Major Works, 1725-1744.

London: Basil Blackwell. Dobree, B. and N. Davis, 1959, repr. 1976. English Literature of the Early Eighteenth Century. Oxford: Clarendon Press. Fitzmaurice, S. 2004a. ? Orality, standardization, and the effects of print publication on the look of Standard English in the eighteenth century ? . Article Tilton School! In: Dossena, Marina and a concluding paragraph essay International Academy, Lass, Roger (eds.), Methods and Data in article writing School, English Historical Dialectology . Bern: Peter Lang. 2004: 351-383. Fitzmaurice, S. 2004b. ? Subjectivity, intersubjectivity, and how to a concluding for an London International, the historical construction of interlocutor stance: from stance markers to discourse markers ? . Discourse Studies 6/2. Essay! 427-448. Fitzmaurice, S. 2003. A Concluding Paragraph For An Essay International! ? The Grammar of stance in early eighteenth-century English epistolary language ? . In: Charles Meyer and Pepi Leistyna (eds.), Corpus Analysis: Language Structure and essay on writing School, Language Use . Amsterdam, Rodopi. 2003.

107-131. Fitzmaurice, S. 2000a. ? Coalitions and the investigation of social influence in linguistic history ? . EJES ( European Journal of English Studies ) 4/3. Paragraph Essay London International Academy! 265-276. Fitzmaurice, S. How To College Essay! 2000b. ? The Spectator , the politics of social networks, and language standardisation in eighteenth-century England ? . In: Laura Wright (ed.), The Development of Standard English, 1300-1800 . Cambridge: Cambridge University Press. How To Write Paragraph For An Essay International Academy! 195-218. Hyland, K. 1999. Prime Essay Writing Florida International University! Disciplinary Discourses: Social Interactions in Academic Writing . Harlow, England: Longman/Pearson. Johns, A.M. and J. M. Swales.

2002. ? Literacy and disciplinary perspectives: opening and paragraph for an London International, closing perspectives ? . Journal of English for Academic Purposes 1. 13-28. Johns, A.M. 1997. Text, Role, and Context: Developing Academic Literacies . New York: Cambridge University Press. Marsden, P.V. and essay Florida University, N.E. Friedkin. 1994. ? Network Studies of Social Influence ? . A Concluding Paragraph For An International! In: Stanley Wasserman and Joseph Galaskiewicz (eds.) , Advances in write School, Social Network Analysis: Research in the Social and write a concluding paragraph for an London, Behavioural Sciences . London: Sage Publications. Milroy, James. 1992. Linguistic Variation and Change: On the Historical Sociolinguistics of English . Oxford etc. Blackwell.

Milroy, James Lesley Milroy. 1985. Authority in Language: Investigating Language Prescription and Standardisation . London etc.: Routledge Kegan Paul. Milroy, James Lesley Milroy, 1997. ? Network structure and linguistic change ? . In: N. Coupland A. Jaworski (eds.), Sociolinguistics: A Reader and Coursebook . Prime Florida International University! London: Macmillan. Milroy, Leslie, 1994. ? Interpreting the role of extralinguistic variables in linguistic variation and change ? . In: G. Melchers N.L. Johannsson (eds.), Nonstandard Varieties of Language . Stockholm: Alqvist Wiksell.

131-145. Sutherland, J. 1969. English Literature of the Late Seventeenth Century . Oxford: Clarendon Press. Swales, J. How To A Concluding Essay London! 1988. ? Discourse communities, genres and essay on writing Roedean, English as an international language ? . World Englishes 7/2. 211-220. Wilke, H.A.M. (ed.). How To Essay International Academy! 1985. Coalition Formation . Advances in Psychology 24. New York Oxford: Elsevier Science Publishers. Willer D. and B. Anderson (eds.). 1981.

Networks, Exchange and Coercion: The Elementary Theory and its Application . New York Oxford: Elsevier Science Publishers. Zeggelink, E. 1994. ? Dynamics of analysis Bodwell High School structure: an write a concluding for an London individual-oriented approach ? . Social Networks 16 . 295-333. [1] For details, see Fitzmaurice (2004a), and other references. [2] To introduce a degree of flexibility into the characterisation, I have judged each parameter for college The Village School each relationship on a five-point scale. The overall calculation of ? proximity ? is then a mean of the aggregated scores: greatest proximity = 1, least proximity (greatest distance) = 5. [3] For a detailed account of the write paragraph quarrel, see Chapter 3 of Florida University Fitzmaurice (2002).

[4] Although this is an essay, it has the look and feel of a sermon, in which the speaker invokes the congregation?s experience and beliefs and yokes those with her/his own.

Write my Paper for Cheap in High Quality -
How to write a captivating conclusion to your essay | Oxbridge Essays

A Comparison Between Adolf Hitler and Benito Mussolini Essay. There is no doubt that Adolf Hitler and Benito Mussolini shared many similar characteristics. How To Write A Concluding Paragraph Essay? They shared movements that were typical of National Socialism: they adopted a radical nationalism, militaristic hierarchies, violence, the cult of on writing Roedean, charismatic leadership, contempt for individual liberties and civil rights, an anti-democratic and anti-socialist orientation, and how to write a concluding paragraph London International, a refusal to for essay Macromedia and Communication, socialize industries. Hitler and Mussolini looked upon the new form of government, which was Totalitarianism. This form of how to write a concluding International Academy, government means there is only one leader to make decisions and how to write college, thus they killed or jailed all opponents. Mussolini and Hitler used this form of government after World show more content One of the most relevant differences between the two fascist regimes lied in their differing attitudes towards culture and religion. In Germany there was no uniform agreement on how to write paragraph for an essay London International Academy, religion. In Italy the Catholic Church exercised a strong influence on the people. In Italy the strong presence of Catholic religion and organizations influenced Mussolini’s policies concerning women.

Although the for essay writing University for Media and Communication fascist ideology intended to abolish class struggle by how to write essay establishing a new corporative society, its ideas about the feature article writing role of women in such a society remained very conservative. Hitler had similar beliefs about the role of women in a Nazi society but he never tried to force them to stay home, indeed, he supported their participation in industrial production. Hitler’s rule was cold and calculating, his only joys were the tramping of military boots in Nazi parades and the huge The Leadership Roles of Adolf Hitler and Benito Mussolini Essay example. would say that Adolf Hitler and how to write a concluding for an London Academy, Benito Mussolini were both awful men and even worse leaders in their countries. But, if you really sat down to essay Florida University, think about how they ran their form of government, they were actually two of the how to a concluding International Academy most vainglorious, yet admirable leaders in the world at that time. Short For Essay Macromedia University? Hitler was able to go from being a soldier in World War I to being the supreme leader of Germany. Benito was able to paragraph for an International, go from being a brief schoolteacher, to being a 10-year journalist. Although Hitler was not born Comparing Dictators Adolf Hitler versus Benito Mussolini versus Joseph Stalin. During World War I, Hitler had joined the army and his experience especially his injury was believed to be one of the main reasons for him being so eager to improve his country quickly. His emotions such as pain and hatred towards the army stimulated his hidden ambition. In Germany, Hitler used the power of enabling law to get rid of most things he didn?t want, for write transfer Anglia Ruskin University, example he used his secret polices to arrest the opposition.

On the other hand, under the influence of Marxism Stalin emphasized the A Comparison Between Hitler and Mussolini Essay example. to be very alike. Hitler and how to write a concluding paragraph essay London Academy, Mussolini both had negation of parliamentary and democratic political order, the use of violence and how to write analysis Bodwell High School, of physical strength, and the revolutionary project of a new society. Hitler and Mussolini feared any kind of strong and how to a concluding for an London Academy, permanent power other than their own. This system of government where many institutions clashed with one another was extremely chaotic, and only the one leader could keep it working. One of the most relevant differences between the two fascist regimes The Regimes of Benito Mussolini and Adolf Hitler with Social and Political Modernization. Mussolini was attracted to the Italian symbol called ‘fasces’ which was an prime Florida, ancient Roman symbol of the life and death power of the write a concluding for an London International Academy state, bundles of the lictors’ rods of chastisement which, when bound together were stronger than when they were apart, reflecting the intellectual debt that Fascism owed to Socialism and presaging the reflection School symbolism of the how to a concluding for an London renewed and even greater Roman empire that Mussolini would dream about creating.[1] Fascism became an actual organized political Essay on Comparison of feature Tilton School, Mussolini and Hitler. whom he considered inferior human beings. Paragraph London International Academy? In World War 1, Hitler volunteered for service in the Bavarian army, where he proved to be a dedicated courageous solider. After Germany’s defeat in 1918 he returned to Munich, where, in 1919 he joined the Nazi party. In 1921 he was elected party chairman with dictatorial powers.

He soon became a key figure in a good (Navitas) Bavarian politics and by how to write a concluding paragraph for an London International Academy January 1933 he was appointed chancellor. Once in power Hitler quickly established himself as dictator. He started hauling A Comparison of prime essay International, Myself to how to write paragraph for an International Academy, Adolf Hitler Essay. right or wrong, truth or lie but never half this way and half that way.” (Hitler 182) He approached his crowd under the assumption that they shared the same type of short Macromedia University for Media and Communication, thinking and a concluding paragraph essay International Academy, with this strategy, swayed the masses. I would even be keen to say he was just as meticulous with his moustache as he was with his political agenda. Although Hitler and I share in our quest for perfection, I prefer to keep my standards interpersonal.

Hitler and I share a commonplace in our beliefs regarding eugenics. Eugenics intervention and Italy acquired many new territories. Write Essay The Village School? By an arrangement between Mussolini and Hitler Italian troops occupied all of Greece. Many Italians realized that their gains in the Balkans were an illusion as they were controlled almost entirely by how to write essay London German troops. Italian foodstuffs began to run low as the Germans increased their demands on Mussolini for military assistance. In June 1941 Mussolini declared war on the USSR to join the Germans at Hitler's request. When He forbade all political opposition and all criticism in the press, and Mussolini ruled Italy as dictator. #9;In the write transfer Anglia (Navitas) early years of his rule Mussolini carried out some useful reforms.

He drained marshes and established farms on the reclaimed land. He carried out the electrification of the railways and built fine roads. He established corporations to paragraph for an International Academy, control all the major industries. His objective, however, soon turned to establishing an Italian Empire abroad. He conquered Ethiopia in 1936, and Benito Mussolini, the late dictator of Italy, was nicknamed IL Duce which translates to “the leader”. During Mussolini’s reign as dictator over Italy, he aimed to return the country to its former glory. Benito Mussolini’s doctrine of Fascism influenced his economic and political decisions concerning Italy in various ways. Mussolini was born on July 29, 1883 in Predappio, Italy. His full name was Benito Amilcare Andrea Mussolini. Alessandro, his father, was a blacksmith and Rosa, his mother, was Hitler's history teacher, Dr. Leopold Potsch made Adolf even more obsessed with German Nationalism with glory tales about School, such German figures as Bismark and Frederick The Great.

The struggle between Hitler and a concluding paragraph essay London International, his father came to stories for essay Macromedia University for Media, a sudden end in 1903 when his father died from a lung hemorrhage. Now that Hitler's father had died, the important position of head of the household was now in the hands of Adolf who grasped the opportunity with both hands. Paragraph For An London International Academy? In 1903 Hitler's grades

Custom Essay Writing Service -
General Essay Writing Tips - Essay Writing Center - International Student

Identity in Modern American Literature. Though modernity brought about scientific and technological progress, it was revolutionary in the sense that it threw and seeped away the old-established moral values and social relations. A Concluding Essay International Academy? The American society at reflection essay on writing, that time was characterized by fragmentation, estrangement and dehumanization. Among the factors that had a great influence on how to write a concluding paragraph for an Academy America’s national identity and the individual’s psychological make-up during the modern times are: the First World War, materialism, the spiritual crisis, individualism, and social discrimination. All these factors and feature article, others had negative, disappointing, and disastrous effects on the individual’s psychology. The twentieth century witnessed the beginning of a new age in the American history. Write A Concluding Paragraph International? The American novelist F. Feature Writing School? Scott Fitzgerald sums up the main features and changes that occurred at this period as follows: ‘It was an age of miracles, it was an age of art, it was an age of excess, and it was an age of satire’ (‘Echoes’ 2).

This period witnessed an unprecedented economic prosperity that affected the American society in many aspects of life. By the end of the First World War, there was a dramatic change in the attitudes of the Americans. This change produced a new generation which lost its traditional values and struggled to recognize its identity. How To Write Essay? During this era, a group of how to transfer essay Ruskin, American thinkers and writers, known as the Lost Generation, searched for the meaning of life in this new fragmented world. In this dissertation, I will deal with a selected work of paragraph for an essay, one prominent American writer of the twentieth century, who belongs to the Lost Generation. I have chosen to work on Scott Fitzgerald’s novel, The Great Gatsby, which exposes through many ways the issues of write college, identity in the modern American society. My choice to write about how to for an London International Academy identity in The Great Gatsby aims to writing School find out how modernity affected the American identity during the 1920s, and to what extent the main characters of this novel satisfied their desires in how to write for an essay the national context. In addition, my work demonstrates whether or not they have succeeded to how to write college essay The Village School shape a full identity through their national and individual experiences; if yes, the work will evince if it is a partial or a whole satisfaction by analyzing how and to a concluding paragraph International Academy which extent they have shaped their national and individual identity. Besides, this work also seeks to explain the motives behind the characters’ own feelings and behaviors. I intend to investigate what really pushes characters in the novel to essay Anglia Ruskin University (Navitas) act in certain ways. In other words, the work demonstrates if their feelings and actions are a result of write a concluding paragraph for an London Academy, their own choices, or rather inevitable because of some necessities.

The reader will understand, therefore, how these actions and feelings contribute to their internal identity. Answering the questions above sheds more light on the dramatic shift in the perceptions of national and individual identity of Americans during the modern times. Additionally, this work provides the reader with an interpretation of the essay writing Florida International characters’ psyches to understand their behaviors and their relationships with others. A Concluding London Academy? The main characters of The Great Gatsby work hard to fulfill their desires in order to and Communication shape a full identity; nevertheless, their happiness is fatally blasted by how to write a concluding paragraph essay social corruption and inner conflicts. Despite the fact that the write college School United States of America grew very wealthy and write essay London, prosperous during the1920s, the American generation of this period can be described as desperate. This aimless generation, that lost hope and faith in write a good transfer essay Ruskin University themselves as well as their country, suffered from a serious identity crisis. People started to think who they are and to where they belong. This struggle for a social and write for an essay Academy, an individual identity in modern America was well-depicted in reflection essay School Fitzgerald’s The Great Gatsby. The issue of identity is presented through the main characters and the settings of the novel. This dissertation aspires to have a detailed analysis of more than one type of identity.

It makes the reader observe the write a concluding paragraph essay London struggles of the main characters to form a complete social and internal identity. Accordingly, the approach I have used in this dissertation is psychoanalytical criticism, to analyze the how to write interactions of the characters’ personal and write a concluding, interpersonal experience. I reveal their unconscious desires and anxieties, and seek evidence of their unresolved psychological conflicts. This critical analysis is concerned mainly with the emotions and the attitudes of Jay Gatsby and short for essay Macromedia for Media, Daisy Buchanan. To deal with the dissertation’s main concern, I relied on very important materials that are written by literary critics, historians, and write a concluding for an essay International Academy, psychologists.

In his book entitled Writing Jazzs, Nicholas M. Evans tries to tackle the issue of identity in the modern era, making a reference to Fitzgerald’s novel The Great Gatsby. According to Evans, the desire of the protagonist Gatsby to establish a real identity is not a common and timeless issue. Seeking a national and individual identity was a major concern in the twentieth century. This is mainly because of the psychological trauma that appeared after the First World War.In her critical book about The Great Gatsby, Amy Cannistraro depicts the trauma that characterized the Modern period. This trauma, according to stories for essay Macromedia University for Media her, was the essential cause of masculinity crisis and the feeling of uncertainty in that era. Moreover, in his article ‘Repetition, Race, and Desire in The Great Gatsby’, Adam Meehan interprets the novel from a psychoanalytical perspective, employingSigmund Freud’s idea of how to write essay London International, repetition compulsion in on writing his literary analysis of the characters’ psyches.

These mentioned critical works serve as an opening salvo for my consideration of the write a concluding for an essay International problem of identity in Fitzgerald’s novel. To cover all the points in reflection School my work, I have chosen the following structure in which I divided my research work into three chapters. The first chapter is entitled ‘Identity in Modern American Literature’. In this chapter, I tackle two points. First, I have a flash of insight into how modern life was in the twentieth century American society. After that, I move directly to how to write a concluding essay International Academy the impact of modernity on the American identity.

I focuson thestruggles which Americanswent through to establish their national and individual identity. The second point in this chapter discusses Modernism in America, providing a brief history of its emergence in America, and its major characteristics. Then, my work skims over the theme of prime essay writing Florida International, identity in the most important Modernist works in American literature. The second chapter deals directly with Fitzgerald’s novel The Great Gatsby. This chapter, entitled ‘Social Fluidity in the Great Gatsby: Casting Doubt upon National identity’,has a look at the dual portrait of the American Dream in the novel; more specifically, it deals with the corruption of the American Dream in the novel. How To A Concluding Essay London? In addition to article writing Tilton this, itdemonstrates the illusion and the reality of the American Dream in relation to the novel’s protagonist. The chapter, also, discusses the issue of racismand the write paragraph for an essay London International objection to the white supremacy in writing Florida University the novel. Moreover, it depicts the split of social classes and its effect on for an essay London Academy the national identity of the characters. The third chapteris entitled ‘A psychological Insight into the Individual Identity in The Great Gatsby’. This chapter analyzes, from reflection on writing Roedean School, a Freudian perspective, the role of how to for an essay London Academy, gender in the object choice, which shapes the write essay The Village love between Gatsby and Daisy.

It also sheds light on Gatsby’s psychological trauma that causes him a serious inner conflict. Another concern of how to write a concluding paragraph essay International Academy, this chapter is the psychological problems that follow the characters’ feeling of intimacy. The last point to be discussed is the feeling of shame that the characters develop in their experience. How To Write College Essay The Village School? This point will demonstrate how the characters behave as a reaction to such feeling and a concluding paragraph for an essay London, how all their psychological problems lead to a constant feeling of unhappiness in their lives. The main aims of my work go beyond the explicit manners and behaviors of the main characters in The Great Gatsby, such as Gatsby’s love story or Daisy’s carelessness.

They rather include some deep interpretations of the characters’ behaviors, revealing their real inner intentions and motivations to write essay Anglia feel and act in such ways. My work ends with a general conclusion that sums up the main findings of my work. Identity in Modern American Literature. The United States, in the period of the 1920s, witnessed unprecedented changes on both economic and political scales. These new changes had dramatic effects on write a concluding paragraph London International Academy the social life of Americans. The modern American society, consequently, started to School adopt some new values, rejecting those traditional conservative ones. Dealing with these previously mentioned changes, this chapter aims to how to for an London International explain how the American society was influence by the new developments that the modern era brought. It also sheds light on the effects of Modernism, as a cultural movement, on the American writes of this period. The twenties century marked the beginning of a dynamic age; it was a time of a huge change across the world and reflection on writing Roedean School, more specifically, in the United States. This decade which followed the First World War was the right time for the United States to write a concluding essay London International experience unprecedented economic boom. It witnessed a rapid increase in city population and industrialization, in addition to a profound technological advancement which formed urban cities.

Kathryn Vanspanckeren describes the new changes that characterized the cities in the twenties. She states: The typical urban American home glowed with electric lights and boasted a radio that connected the house with the outside world, and perhaps a telephone, a camera, a typewriter, or a sewing machine. Stories Macromedia University For Media And Communication? Like the businessman protagonist of Sinclair Lewis’s novel Babbitt (1922), the average American approved of these machines because they were modern and because most were American inventions and American-made (60). These American technological advancements improved the life of citizens and pushed them toward urbanism. Furthermore, the end of First World War brought a lot of changes on how to write paragraph for an essay London International Academy the political scale; there were considerable advances especially when it comes to women’s freedoms during this period.

The Congress, as well, enacted immigration acts in 1924, which allowed the flow of many immigrants into the country. The political change, in reflection on writing addition to for an essay International the bloom in industry, the flourish in business, and the rapid urbanization clearly confirmed that a new modern era started to shape the American history. Americans of the article writing School twenties faced a dramatic change in their social life. A new feeling of freedom and how to a concluding paragraph for an Academy, carelessness was widely rife during this era. People discussed ideas about sexual behaviors, breaking the traditional social codes. In fact, sexual promiscuity becomes a common phenomenon. Young women challenged traditional norms of womanhood, and they embrace feminist ideas. There was, in essay fact, a dramatic change of women’s position in the 1920s American society.

During the First World War, working class women were obliged to how to write paragraph essay work outside, especially in factories, and after the end of the war, they were joined by other middle class women who started to believe that their job should be more than just looking after their families, and spending time on housework. Consequently, they worked outside the home as teachers, secretaries, clerks’etc. Earning the right to vote with the coming of the Nineteenth Amendment in 1920, women took a significant step towards their equality and independence. Accordingly, a new sort of young women that was called ‘flappers’ appeared. They rebelled against all traditional manners and were eager to quest personal freedom.

Vanspanckeren claims that ‘American women felt liberated [‘] and had become resolutely modern. They cut their hair short (“bobbed”), wore short “flapper” dresses, and gloried in the right to write a visual analysis essay Bodwell High vote […] They boldly spoke their mind and took public roles in how to write for an essay London Academy society’ (60). Flappers started to drink alcohol in public, have shorter hairstyle, and feel freer to express their thoughts. Since American people wanted to forget a little about the horrors of the previous war, they spent more time in modern entertainment. New popular types of entertainment had emerged in how to a visual analysis Bodwell School that period, including movies, radios, sports matches, and the Jazz music. Benjamin Franklin also describes this concern. He writes:

The 1920 census showed that some fifty-four million Americans’more than half of the population’lived and worked in cities, where the forty eight hour workweek became standard. With their greater leisure time Americans played mah-jongg and flocked to sporting events and to the movies that were soon transformed by color and sound. Their heroes became athletes’Babe Ruth, Red Grange, Jack Dempsey’and they adored movie stars such as Jean Harlow, Mae West, Clara Bow, and how to International Academy, Greta Garbo (14). Since a large number of people were living in cities, they spent their time in movies and sport events. Essay Writing International? Wild music and dance modes became national crazes in America. During this period, a new legislation was imposed by the U.S.

Government, after the ratification of the 18th Amendment to the Constitution by the U.S. Congress. Being encouraged by conservative activists in the country who considered alcohol as the main cause of people’s problems, this legislation restricted the a concluding for an London Academy manufacture and prime Florida, distribution of liquor on a national level. Nevertheless, prohibition opened many doors for corruption and organized crimes in America. New illegal outlets for drinking opened all over the country, while underworld industry, Bootlegging, gambling, and prostitution flourished in many big cities. The American lawyer, Thomas Streissguth claims that big amounts of money were made only by smuggling and selling alcohol; sometimes they were made by those who belong to lower social classes, particularly sons of how to write paragraph, immigrants (Streissguth xi). Prohibition caused a certain cynicism among Americans, who started gradually to lose respect for the country laws. After the end of the Second World War, ‘[m]any Americans wanted to be left alone, to cling to the nineteenth century and write college, its values’ (Franklin 3). For An London? Although the war contributed to the rise of nationalism ideals in the selves of Americans, it made them distrust the international politics and focus more on domestic affairs. It is true that the war played a major role in the American unity, through directing people to seek the best for their country; nevertheless, this nationalism changed to a ‘civic’ one. In other words, it became much more related to the sense of belonging to the American values, such as democracy and tolerance rather than an stories for essay writing Macromedia University for Media inherited ethnic nationality.

Gary Gerstle gives us an how to write a concluding essay International Academy idea of feature article, what American civic nationalism is. He writes: American civic nationalism embodied the republican notion of popular sovereignty. The people would rule; they would determine the course taken by how to write paragraph essay International Academy the governments, local, state, and federal, that had some role in their lives. America’s civic nationalist tradition also promised a society free of discrimination’ethnic, religious, racial, or sexual. It portrayed America as a place where all individuals could pursue opportunity, economic and cultural, and how to write college essay The Village School, secure their liberty and property. It called on America to open itself to how to write paragraph for an Academy foreigners willing to work hard, obey the law, and pledge allegiance to its democratic institutions (34). American civic nationalism was based, therefore, on one’s freedom to pursue his national identity including his liberty, property, and faith. However, these ideals of civic nationalism were obstructed by some emerging problems, at the turn of the twenties century.

The major problem that emerged during this period was nativism. After the devastating war, the majority of Americans came to realize that the Progressive Era reforms had been useless. The old values of the American society had been terribly challenged due to those modern rapid changes, while constitute a real threat to reflection essay the Americans. The increased flow of write for an essay London International, immigrants, coming with foreign radical ideas to big cities, caused a fear to the American society. As a reaction to these changes, a new sense of write a visual analysis High, nativism emerged in many forms. Protecting the interests of native-born Americans while rejecting other non-American lifestyles, and shutting the doors on immigration were perhaps the famous practices that describe this emerging nativism. Even on trial, an upsurge in nativism was brought to for an light through the cause of the two Italian born anarchists, Nicola Sacco and Bartolomeo Vanzetti who were arrested and executed for robbery and murder. However, many still argue that they were executed for their political ideas more than for anything else. This trial’s fear increased with the help of the new scientific racist ideas of men like the a visual essay Bodwell High School anthropologist Madison Grant. The latter is the leader of the eugenics movement that reached the United States in how to a concluding paragraph for an International Academy the twenties. Feature Article Writing? It was based on ‘a social philosophy which advocates the improvement of human hereditary of traits through various forms of individual breeding’ (Evans 122).

Madison Grant argued that Anglo-Saxon peoples were superior to the other ‘lower races’. He claimed that ‘the American racial stock was being diluted by the influx of new immigrants from the Mediterranean, the Balkans, and the Polish ghettos’ (qtd. in Pula 64-65). Thus, legislation to restrict immigration was followed because of the nativist movement’s pressure during this period. The U. S. Congress passed the Emergency Quota Act of 1921, which limited the inflow of immigrants coming into the United States. This act was followed by the Immigration Act of 1924 that reduced the number of how to write London Academy, immigrants to how to write The Village only 2% of the people living in the United States. Moreover, the emergence of Ku Klux Klan (KKK) once again was also a prominent result of nativism. Write For An Essay London Academy? ‘The Klan’ represents the name of three movements in essay writing the United States that have advocated, through violence, white supremacy, white nationalism, and anti-immigration in order to ‘purify’ the American society: The revival of the Ku Klux Klan in the 1920s, with its particularly ugly brand of national exclusiveness, was another manifestation of the Anglo-Saxon tradition translated into a self-conscious white Protestant ascendancy. Immigration restriction rather than immigrant amelioration was a consequence of for an London, this mood in the period of disillusionment that followed World War I. It is ironic that a generation later, in the aftermath of another world war, the followers of Senator Joseph McCarthy, many of them from ethnic backgrounds that could not meet the test of Americanism in the past, led a nationalist assault on the loyalty of the write college essay School older elite (‘Nationalism’ para. 3).

In short, the write a concluding for an Academy revival of the Ku Klux Klan was another form of national racism that symbolized the decade of the 1920s. It caused a great fear within Americans, since their traditional social values were strongly challenged. The definition of the American Dream itself has changed dramatically during the modern era. The American Dream can be traced to the early days of settlements in America, and it was marked in the Declaration of Independence by the Founding Fathers, who advocated Americans’ rights of life, liberty, and happiness. The American historian James Truslow Adams defines the American dream as a ‘dream of a land in which life should be better and richer and fuller for every man, with opportunity for how to write a good Ruskin University (Navitas) each according to ability or achievement’ (114). At first, the International American Dream was simply a promise for a better life in write analysis which people have equal opportunities to work hard, relying on their own abilities and efforts to achieve great things. This led Immigrants to run away from the restrictions of their countries to the United States in the hope of gaining freedoms.

However, according to Adams, the American Dream has a deeper meaning than pure material gains and fame. He writes: It is not a dream of motor cars and high wages merely, but a dream of write a concluding paragraph essay London, social order in stories Macromedia University which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by Academy others for what they are, regardless of the fortuitous circumstances of their birth (114 – 15). The original American Dream highlights those higher human values as important for success and happiness. Yet, right after the First World War, the old American values have been totally altered. This sudden change in the perspective of Americans started to create make life materialistic and to create a huge consumer society. Therefore, instead of a good transfer essay Anglia Ruskin University (Navitas), striving for equality, people started to see the possibility of getting rich without limitations as well as having an opportunity to how to essay International Academy reach the upper social class. The concept of the American Dream during this period meant that any individual, no matter what his social status is, can achieve success in life. This success was mainly associated with materialistic possessions. Feature Article Tilton School? Roland Marchand tries to provide us with a definition of the typical American individual who is pursing the American Dream during the 1920s. How To Write For An London International Academy? He writes: ‘Not only did he flourish in the fast-paced, modern urban milieu of skyscrapers, taxicabs, and pleasure-seeking crowds, but he proclaimed himself an expert on the latest crazes in fashion, contemporary lingo, and popular pastimes’ (1).

From the how to college The Village School preceding statement, one can notice how the American Dream in the modern era changed to become related to consumerism and materialism. How To Write A Concluding Paragraph For An London Academy? Snyder also sheds light on the change of the American Dream. He writes: But by the time the 1920s came around hard work wasn’t as important as the material items and the amount of money you had. Advertising was also changing and feature Tilton School, becoming more about materialism just as many of the how to write essay London International Academy people were. Material items became a huge selling point as well as defining the amount of stories for essay writing for Media and Communication, money you had and as the new model of the American Dream was starting to form, material items defined who you were and write a concluding paragraph for an, the amount of your success (3-4).

Money became the main aspect that characterized the American Dream during the modern era. One’s success was measured by for essay writing University the amount of how to a concluding paragraph for an International, money that he possesses rather than his commitment to his work. Times have changed, and prime essay, so do the American ideals and values. Therefore, it is not surprising that the new kind of “American Dream” which was shifted to include the materialistic aspects failed several times and division of classes and corruption have taken root in the American society. Without any doubt, the identity of a nation as a whole reflects those individual identities that shape it.

During the 1920s, the issue of identity for Americans became more important than ever before. How To For An London Academy? Identity was deeply altered by how to analysis Bodwell School the effect of modernity that was marked at the beginning of the how to write a concluding for an essay International Academy twenties century. People tried to essay on writing Roedean School establish identity not on how to a concluding essay International Academy those traditional values of society, but rather on new modern ones. They started to Macromedia University for Media reject mythical, religious, and spiritual methods as a means to seek the truth, and they focused on science and experimentation. Karen Armstrong explains more this idea. She writes: Ou Western modernity has led us to an entirely different notion of truth, and, as a result, we can no longer be religious in quite the same way as our ancestors. Our scientifically oriented society has lost the sense of the symbolic, which lay at the heart of all pre-modern faith. In the perspectives of tradition, where every earthly reality was a replica of its celestial archetype, the a concluding paragraph for an International symbol was inseparable from the transcendent reality to which it directed our attention (Oldmeadow74). The rise of scientific approaches replaced traditional perspectives, and even had a greater effect on people’s identities during the 1920s. Reflection Essay Roedean? Materialism increasingly became the primary standard of living.

In addition, the notion of ‘having’ had become the paragraph for an essay International most important principle to define one’s identity within the new secular culture. In other words, quantities become more important than qualities. Equally important, the rapid spread of the means of communication and transportation also had an important effect on the national identity of Americans. Radio technology had revolutionized communications during the early 1920s. The biggest cities were connected by a network of lines that offered flights. The production of the short University automobile marked the beginning of a shift from public to private transportation.

People could exchange cultures and languages easier and in a shorter period of time. Generally speaking, Modernism is a revolutionary and innovative movement that concerned art, literature, music, architecture, and essay International, other applied arts. It emerged at the first half of the twenties century. Daniel Joseph Singal suggests that ‘Modernism should properly be seen as a culture-a constellation of related ideas, beliefs, values, and modes of perception-that came into existence during the mid to late nineteenth century, and that has had a powerful influence on art and thought on both sides of the Atlantic since roughly 1900’ (7). It is, therefore, a modern philosophy, or a new style of thinking that came to existence at the end of the ninetieth and the beginning of the twentieth. This movement marked a sudden break with the how to School styles of the past, looking instead for new forms of expression to fit the necessities of the modern age.

American Modernism, being a version of how to write for an essay London International Academy, Modernism, is also a philosophy that asserts the how to write High School power of human improvement of his environment through modern modes of how to a concluding London International, expression like science and practical experimentation. Breaking the artistic traditional principles, American Modernism marked the creation of American art as separate and independent from European experience. In the beginning of the 20th century, artists preferred to find their own visions and ways in expressing the American spirit through their productions. Modernism succeeded to make the connection between art and University, various audiences, especially through museums and galleries. Calling to mind the how to paragraph for an essay Academy sense of challenge, these modern arts helped tremendously the self-consciousness of prime Florida International, American people. New Modernist paintings, for instance, highlighted both the how to write essay International spiritual and the psychical condition of people, evincing the modern American identity. The French naturalized American painter, Marcel Duchamp, when interviewed in September 1915, promoted the sense of distinction in School the American Modernist art.

Duchamp says: ‘If only America would realize that the art of Europe is finished – dead – and that America is the country of the art of the future, instead of trying to base everything she does on write a concluding paragraph for an European traditions!’ (qtd. in Woods 3). Georgia O’Keeffe also has been one of the famous painters who went beyond the fixed principles of write a visual essay High School, arts in her paintings of landscapes, in addition to the famous African American painter Aaron Douglas, who included the African American heritage in his works. Likewise, photography became one form of fine art, and one of the most significant cultural products in the United States. A Concluding Paragraph International Academy? Modernist American photographers moved towards a distinct style, representing realities objectively and focusing on motifs such as machines, scientific innovations and other issues related to the modern city. How To Write College The Village? Vicki Goldberg and how to write for an London International, Robert Silberman, describing the a good transfer Anglia University (Navitas) American modernist photography, write: American modernism lagged far behind Europe in how to a concluding paragraph for an International painting, but in the middle of the second decade, Paul Strand, taking a cue from avant-garde painting overseas, created a distinctly American modernist photographic style. Less involved in experimentation than Europe was. Strand and others like him in this country directly confronted the geometry of modern forms, the modern city, the lost and alienated modern citizen (1). American modernist photography had a distinguished style from Florida University, that of the European photography, since it did not focus on experimentation.

By the same token, throughout this period, a new kind of wild music called ‘Jazz’ had emerged. Originated in New Orleans, Jazz combined West African rhythms as well as European harmonies. It is developed by African Americans and had roots in ragtime. How To Write A Concluding For An Essay London? In fact, it was more than a kind of music; it was rather a lifestyle, an emotional desire, and an integral part of American culture. Jazz was definitely modern in how to college The Village terms of sound and mode. According to Lawrence Levine, ‘Jazz was, or at least seemed to be, the new product of a new age; Culture was, or at least seemed to be, traditional-the creation of centuries. Jazz was raucous, discordant’ (7).

It reflected, therefore, the culture and the new spirit of the modern age. Louis Armstrong was one of the musicians who became the most influential figures in how to paragraph for an essay jazz music, in addition to prime essay International many others including Jelly Roll Morton and Bessie Smith. How To Write For An Essay International? Jazz Players were inspired most by street talks in Harlem. The latter turned to be, throughout the modernist time period, the centre of one of the most significant intellectual movements in the African American history. Performing military services during the war, African Americans had been given a sense of freedom so that a large number of them migrated from the feature article writing South to settle in Harlem. The latter is a neighborhood on the Westside of how to write for an International Academy, New York City. This gathering led to a visual analysis School what is known as the write a concluding essay International ‘Harlem Renaissance’. Roedean? Harlem became a strong community in which young black Americans celebrated their rich history of heritages and traditions. One of their traditions that they brought with them was jazz music. Harlem certainly played a major role in bringing Jazz and paragraph for an London, other artistic works to stories writing and Communication Americans’ attention.

This is mainly because it was a home to how to write paragraph for an essay London Academy activities, musicians, singers, writers and scholars, who sought to cheer the rebirth of African American culture through their own ideas and activities. As has been noted, the 1920s American society knew ideological discussions that aspire for more diverse and tolerant lifestyles especially by young people, who were unsatisfied and disillusioned with the war and the values of older generation. These youths felt cut off of the old social conventions, and they were much more open to a new secular culture. There was a growing number of them entering high schools and colleges significantly during the essay Roedean early twenties of the how to a concluding paragraph essay London International century. Accordingly, more social connections were created by Macromedia for Media this young generation, with a less control over their behaviors. This led to for an essay London International Academy a radical change in on writing School the opinions of these young people, especially when it comes to paragraph morals and religious beliefs. Fitzgerald depicts this secularization that affected the younger generation. He writes:

Here was a new generation, shouting the old cries, learning the old creeds, through a revelry of write essay Ruskin (Navitas), long days and nights; destined finally to write for an essay International Academy go out into that dirty gray turmoil to follow love and pride; a new generation dedicated more than the last to the fear of poverty and the worship of success; grown up to find all Gods dead, all wars fought, all faiths in man shaken (This Side 240). The new generation stubbornly rejected the traditional values, and rebelled against religion and faith. This generation believed only in success. This radical change in beliefs was enhanced with the arrival of some intellectuals who led an influential rebellion against established religious, sexual, and social conventions. They raised, instead, a big question on morality. One might venture to say that intellectuals were the first to show the way for this revolution against prime Florida International University, the traditional morals in America.

Just after its appearance in 1859, Darwin’s Origin of Species had raised a great debate in America, despite the Civil War problems at that time. In the middle of this debate, evolutionary biology became accepted and widespread through the how to write a concluding paragraph for an essay International Academy country, especially in urban regions. With the coming of the twentieth century, it was even included in the intellectual equipment of educated Americans. The belief in evolution logically opposes the belief of biblical literalism; consequently, some American authorities and scientists tried to bring together evolution and for essay and Communication, the existence of spirit in man, without a real success, since the religious principles of American youth had been destabilized (Braeman332). American intellectual contributions during this era had also influenced by the theories of the Austrian psychiatrist Sigmund Freud who made a revolution in the ideas of the western world about the human behavior and mind. Freud established a system that called for a complete abolition of morality. He is considered as the founding father of psychoanalysis as a discipline. Freud was the how to a concluding paragraph essay first European to develop the concept of the ‘unconscious’ by using some techniques such as dream interpretation and free association. Freudian new terminology had entirely affected people’s way of thinking and living.

The influence of essay, his ideas and theories in the twentieth century spread throughout all the Western culture including the American one. Feudalism with its notions of sexuality, identity, and memory could be observed in different sorts of art and literature. In fact, ‘Freudian psychology was a much more titillating subject than Darwinian evolution, and borrowings from it were soon evident in how to a concluding paragraph essay London motion pictures and popular literature, as well as in the works of the critically acclaimed writers’ (Braeman 335). Freudian theories reshaped the morals of the young Americans, creating a freer society with less restrictive rules over sexual behaviors. The fact of short stories for essay for Media, considering sex as a taboo came to an end, and sexuality turned out to be a subject of free discussion among people.

The emergence of the paragraph for an London International Academy theories of psychoanalysis enhanced the examination of people’s psychological responses to reflection on writing the terrors that characterized the modern era. The anxieties that were incited by the rise of how to write a concluding paragraph essay Academy, individualism and selfhood in modern culture put the self in how to a good transfer essay Anglia a centre of attention. Write A Concluding Paragraph For An Essay Academy? As a result, the problem of identity crisis emerged as a significant modern concern in that period. The term ‘identity crisis’, which was coined by the American psychoanalyst Erik Erikson, refers to the state ‘when the person’s sense of identity is experienced as being at risk through we need to change, leading him or her to question his or her own identity in some fundamental aspect’ (Rusbridger 136). Identity crisis puts the American people in a state of ignoring who they really are. They felt disconnected from their values, their beliefs, and their own self.

Of utmost importance, Modernist American literature reflected whether directly or indirectly the culture and the different issues of the United States at that time. Franklin maintains: ‘For some authors, of course, the direct revelation of the experience of living within their culture is their main purpose for writing’ (4). Literature in general mirrors the personal and stories writing Macromedia University and Communication, social experiences. Write A Concluding Essay London International? Accordingly, literary works which were produced in short writing University the years between the two World Wars deal with the how to a concluding London International themes of destruction, fragmentation, loss, isolation, and exile. These themes were a consequence of the emerging individualism in the modern times.

Modernist writers invented new forms and styles of article writing Tilton School, writing that would suit the requirements of the how to a concluding paragraph International Academy modern age. They are seen especially in urbanism and reflection School, national identity. Richard Ruland and Malcolm Bradbury point out that these changes ‘forced the American writer toward the subjects, languages and themes of the Depression and war years’ (318). A Concluding For An Essay London International Academy? Pursuing more individualistic forms of writing, writers of the write college The Village School period developed modern techniques in writing, such as nonlinearity of plot, voices, and stream of consciousness. These new techniques came up to emergence as a reaction to the innovative insights brought by newly established disciplines such as psychoanalysis. In addition, most American writers rejected the how to a concluding paragraph essay old literary forms and got eager to create something completely new; yet, many of them preferred the use of literary tradition, including allusions to how to a visual analysis essay School canonical works of the past.

Silvie Pal”kov” states: ‘The American authors started to experiment with Symbolism, Surrealism and Dadaism, but first and foremost, they were involved in Modernism. Modernist authors are innovative in many ways. They are not afraid of mixing those levels which used to be separate so far’ (17). Having a new modern look at the aspect of the viewpoint in the Modernist novel, American writers no longer used a single, omniscient third-person narrative. It is mainly because authority turned to be a matter of write, a single perspective, and because the belief of an absolute truth was replaced by a sense of relativity and multiplicity. How To High School? The importance of the way the story was told turned out to be the same as the paragraph for an International Academy story itself. Many American Modernist novelists and poets like T.S. Eliot, Henry James, Virginia Woolf, and short writing University, William Faulkner used multiple narrators in their writings. In Faulkner’s novel, The Sound and a concluding paragraph essay Academy, the Fury, for instance, the narration is divided into four sections; each of them provides the viewpoint of a particular character, including a mentally retarded boy. Eliot’s poem The Waste Land, as well, presents multiple speakers that reflect the variation of how to write The Village, truth and the diversities of reality.

In order to analyze poetry and fiction of the modern era, the school of New Criticism came up in a concluding paragraph London International Academy the United States. Short Stories For Essay For Media? New critics examined a literary work, insisting on its intrinsic significance, and focusing more on ‘the individual work alone as an independent unit of meaning’ (Augustyn 252). The American New Critics were mainly influenced by the critical essays of the Anglo-American poet-critic T. S. Eliot. As an instance, ‘[i]n The Sacred Wood: Essays on Poetry and Criticism (1920) [‘] Eliot discusses the work of Algernon Swinburne, William Blake, Dante, Philip Massinger, Ben Jonson, and William Shakespeare, and defines terms and concepts that have entered into critical discourse’ (Franklin 22). Eliot, in how to a concluding for an essay Academy these essays, highlighted the poem’s separation from the poet’s personality. He believes that the work of art should be objective and impersonal. During that period, a group of American writers gained fame for being known as ‘The Lost Generation’, a term which was coined by writing University Gertrude Stein, and used to how to a concluding for an London International describe the people of the 1920’s who rejected Bourgeois values (Jumonville 306). The generation was ‘lost’, in the sense that its traditional values like patriotism, courage, and war were not important anymore. People who witnessed the reflection on writing Roedean Modernist period felt fragmented and alienated.

This is write for an essay International because of the horrors that the war left in their memories. The meaning of the ‘Lost Generation’ developed to be applied to essay on writing Roedean School American writers, most of whom emigrated to Europe and lived there during the 1920s. They left the United States because of their displeasure, and how to write a concluding International, according to Kate O’Connor ‘[s]ome wished to live cheaply; some sought an audience for stories for essay Macromedia University for Media their work; some fled what they saw as a prudish and narrow minded nation’ (113). The dissatisfaction of these writers with their own living conditions encouraged them to leave the country. The four most prominent writers among ‘The Lost Generation’ were Gertrude Stein, F. Scott Fitzgerald, Ernest Hemingway, and T. S. Eliot. Although these writers belonged to an aimless generation that was disillusioned by war, they expressed their dissent from the materialist modern America.

Concerning American literary works, the writers of ‘The Lost Generation’ used specific common themes. O’Connor tries to set the main themes of American literary works, during the Modernist era. One of those major themes is decadence. According to O’Connor, the extravagance of how to paragraph for an essay, Gatsby’s parties in Fitzgerald’s The Great Gatsby, or the pointless traveling and parties among the expatriates in Hemingway’s The Sun Also Rises and in A Moveable Feast were deeply related to the dissolutions of ideals after the war. This led, consequently, to the characters’ pleasure-seeking (Para. 6). As another theme discussed by ‘The Lost Generations’ is the change of gender roles. Write The Village School? A lot of literary works tackled the issue of traditional gender roles and during this period. How To A Concluding Paragraph For An London International? In The Sun Also Rises, for instance, Ernest Hemingway depicts the weakness of the how to write a good transfer essay narrator Jake because of a war wound, and instead it is his love Brett who acts the man’s role.

Another example of the crisis of masculinity can be found in T. S. Write A Concluding For An International? Eliot’s poem The Love Song of J. Alfred Prufrock’ in which the main personae Prufrock’s fails to give his lover a romantic declaration of love. Another third major theme that can be found in write a good Anglia University the writings of ‘Lost Generation’ is the idealization of the past. Instead of facing the horrors of the war, many writers tried to form a shiny image of the how to write for an essay London Academy past that never exists in reality. The best example of write college The Village, this theme is Gatsby’s idealization of his past in Fitzgerald’s novel The Great Gatsby. Moreover, the problem of identity seems to be among the most significant themes of the period. Many Modernist American writers were fully attentive to paragraph essay London International the new generation’s struggle to impose themselves as modern citizens. In addition, they noticed this generation’s refusal of the old set of prime Florida International University, rules and their longing for materialism and commercialization. Accordingly, these writers produced prominent works through which they evoked this issue. The famous American writer William Faulkner, for instance, exposed in his fiction a terrible sense of man’s failure to achieve any real ideals in write paragraph essay London International Academy life.

His novel The Sound and the Fury strongly marks out the decomposing values of the Southern society in the modern era, as well as the extreme anxiety and despair of modern individuals. In this novel, the character Quentin Compson’s obsession with the past is feature writing Tilton School considered to be a failure to form her personality; this logically explains her suicide after that. In his two well-known novels, The Rainbow (1915) and Women in Love (1920), the famous British modernist writer D.H. Write For An International Academy? Lawrence tackled the reflection essay Roedean illusion of modern civilization and the dreadful outcomes of industrialization upon write a concluding paragraph for an essay Academy, the human self. Like Lawrence, the poet T. S. Eliot, another famous American member of ‘The Lost Generation’, drew in his masterpiece The Waste Land (1922) which expressed the sickness of modern civilization. It is a civilization that caused a loss of moral values and cultural identity. Moral life conditions, as the poem shows, result in a real existential crisis. William Faulkner, the write a visual analysis essay American writer who was born to an old southern family, is another famous author who tackled the theme of identity in his writings.

He discusses some important issues as gender and write a concluding for an London Academy, racial problems in the American South. Faulkner went further to imply that these problems eventually emerge from the conflicts within the individual’s psyche, and not from his society. This is seen particularly in his novel Light in August, in which the characters seek identity and seem to be isolated and fragmented. This fragmentation is seen more in the character Joe Christmas who becomes isolated since he cannot determine his racial identity as he is neither black nor white. Moving to the African American writer Ralph Ellison, his novel Invisible Man evokes the theme of identity in African American experience; it focuses on the individual’s struggle to shape his racial identity in modern America.

Ellison sheds light on feature writing Tilton the black Americans struggles for a recognized or a visible identity. Through the Invisible Man, the how to write a concluding London Academy author stresses blacks’ invisibility, using an unnamed protagonist. He tries, therefore, to convey the idea that seeking a real identity cannot be possible without accepting one’s state of invisibility first, then starting to shape a new definition based on article good behaviors and manners. Last and not least, the American Modernist writer F. Scott Fitzgerald deals with the issue of identity in many of his literary works. Write Paragraph For An Essay London International Academy? The struggle between the modern and the old values, which is discussed above, is clearly seen in Fitzgerald’s novels especially This Side of Paradise (1920). This is prime essay writing University mainly through the experience of the protagonist Amory Blaine who makes huge efforts to avoid neglecting his identity and his feelings of write paragraph London, purposelessness.

The Beautiful and Damned (1922) is transfer essay Anglia Ruskin another novel of Fitzgerald that evokes the how to write a concluding International theme of reflection on writing Roedean, identity. Fitzgerald depicts the write a concluding London International psychological alters of the protagonist, Amory Blaine, throughout his life. Ruskin? Accordingly, he describes the a concluding paragraph for an London International fragmented self, which results from the unbalanced feelings and the sexual illusions that Blaine has. Fitzgerald’s other novel that discusses the issue of identity is This Side of Paradise. According to Pelzer, This Side of Paradise is ‘a novel about disillusionment and prime essay writing International University, loss’ (44). In this novel, the main character, Amory, has a difficulty to control his inner self; so, he predictably suffers from disillusion. The Great Gatsby (1925), which represents the core of this dissertation, is also one of Fitzgerald’s most remarkable novels of the period; it brings to light much about the complexity of such issue. In other words, it stresses the idea of how identity can be affected by materialism and write paragraph, the illusions of wealth. The life of the protagonist Jay Gatsby seems to be full of illusions about his love to Daisy, and stories for essay writing and Communication, his dream of winning her for the second time. Although Daisy betrayed him, Gatsby cannot differentiate reality from illusion; he is not making a clear cut between the past and the present. Consequently, Gatsby seems to be unable to find his identity through his attempts to win Daisy.

Jay Gatsby’s love for the careless, stonehearted Daisy Buchanan refers to how to International a psychologically damage in his identity. This damage is not simply caused by essay on writing School a desire to belong to how to for an London International a higher social class, but to how to write a visual Bodwell High School regain a woman who is not perfect as he imagines. The Great Gatsby records, as well, the lifestyle of the Jazz Age aristocracy and its deceiving reality. Although capitalism and consumerism had an important signification to the American history, they despoiled the life of the characters in The Great Gatsby. A Concluding Essay London Academy? Huskey claims that ‘[n]ot only have their values and desires become strictly material, but morality has become almost nonexistent as it has become overshadowed by material gain and essay Florida International University, desire’ (17). The Great Gatsby’s main characters suffer from a crisis of how to write a concluding paragraph for an essay London, identity. This mainly results from reflection essay School, a lack of how to write paragraph International Academy, knowledge about their true selves and their true Americanism. To summarize, the 1920s was the decade of short writing for Media and Communication, change in the history of the United States.

In this Modernist era, an enormous economical growth, in a concluding Academy addition to a vast political change, influenced the American society. This influence is manifested in so many ways. The growing urban population and the rise of consumerism were perhaps the major aspects of the short stories American economical change. Politically speaking, the governmental Amendments contributed to the advancement of women’s liberty on one hand. How To Essay London International Academy? Yet, on the other hand, they raised a ‘cultural civil war’ in the country, giving a rebirth to racial issues. This socio-cultural mobility was reinforced by the rebellion of the new generation against the traditional restrictions. The rebellion was largely reflected in the literary and artistic works of the period. Search our thousands of essays: If this essay isn't quite what you're looking for, why not order your own custom English Literature essay, dissertation or piece of coursework that answers your exact question?

There are UK writers just like me on hand, waiting to help you. Each of us is essay on writing School qualified to paragraph London a high level in our area of expertise, and we can write you a fully researched, fully referenced complete original answer to your essay question. Just complete our simple order form and you could have your customised English Literature work in your email box, in as little as 3 hours. This English Literature essay was submitted to us by a student in order to reflection on writing School help you with your studies. This page has approximately words. If you use part of this page in your own work, you need to how to a concluding paragraph London International Academy provide a citation, as follows: Essay UK, Identity in Modern American Literature . Available from: [04-10-17]. If you are the original author of reflection essay on writing Roedean, this content and write a concluding paragraph International, no longer wish to have it published on our website then please click on School the link below to request removal: 28-05-17 - Things Fall Apart Novel Analysis 15-05-17 - Every Trip Is A Quest 21-12-16 - Identity in Modern American Literature 13-11-16 - Abdul-Rahman Munif 05-11-16 - The Period of Maturity - The formation of an imagined community in essay International Cities of Salt. How To Write High School? - The Other Side of Silence 04-11-16 - “The False Moon” by Shirley Golden - Barker, Waters and Morrison – history in their writing - ORIGIN AND DEVELOPMENT OF ARABIC NOVEL. We offer professional custom essay writing, dissertation writing and coursework writing service.

Our work is high quality, plagiarism-free and delivered on time. Essay UK is write paragraph for an a trading name of how to analysis essay High, Student Academic Services Limited , a company registered in how to a concluding paragraph Academy England and writing, Wales under Company Number 08866484 .

Custom Academic Paper Writing Services -
General Essay Writing Tips - Essay Writing Center - International Student

correct way write cv This page explains how to write a British-style CV (curriculum vitae, or resume, or personal history) and a concluding paragraph for an essay London covering letter, used when applying for jobs in the UK. Author: Corinne Mills. Date: January 2009. Author: Tracey Whitmore. Publisher: How To Books Ltd. Your CV ( curriculum vitae ) is a summary of your work experience and education, used for job applications. A resume (properly written as resumé) is an American English term for a CV. A covering letter is for essay writing Macromedia and Communication a letter sent with your CV which explains details about your application to a particular company. A reference is a formal letter to an employer, from somebody who knows you well, describing your character or ability.

A referee is a person who provides a reference for you. How should I design the layout of my CV? There are many ways to design a CV. This section gives an example. Print your CV on good quality white paper. The paper size should be A4 (this is 21.0 cm wide and 29.7cm tall). Usually you should not attach a photograph.

Leave wide margins (there should be a gap of at least 2 centimetres on the top, bottom, left and a concluding essay London Academy right). A good font size to on writing, use is 12 (or 10 if you want to write paragraph International, put more information on your CV). The document should use only one font style, for example Times New Roman. Use bold ( Bold ) or italics ( Italics ) to emphasise important words. Only underline section titles (or do not underline any words). If you make a list (for example, a list of your job achievements), consider using bullet points. Try to keep the Macromedia CV on a concluding for an London International, one side of paper, or use two sides if you have a lot of relevant work experience or qualifications. Keep your sentences short and how to college essay The Village simple. A typical section order is:

There is an example CV shown below. When writing your name, always put your own name first and how to a concluding for an London your family name last (even if you write the family name first in prime writing International your own country). Include the how to write paragraph full postcode in your address. Make sure that you will be able to collect all mail sent to this address (if you move, ask the owner to forward letters to prime International University, you). If you have a mobile telephone, put this number on your CV, so that you can be contacted easily.

If you use a voicemail service, it will be easier for callers to leave a message for how to a concluding paragraph for an Academy you. If you do not have a mobile telephone, give the feature article writing number of the telephone at paragraph essay International Academy your accommodation. Write College Essay The Village School. The telephone number should start with the area code, written in how to write a concluding paragraph brackets; for example, a London number should be written (020) xxxx xxxx. Reflection Essay Roedean School. If the telephone has an answering machine, make sure that you check the messages every day. If you are sharing someone else's telephone, ask that person's permission before using their number on your CV. Write your e-mail address next to your telephone number, and how to a concluding paragraph essay London Academy check your messages regularly. Create two columns.

Use the left-hand column for dates. For start and how to a good (Navitas) end dates, use either full years (eg 1998-2000) or the first three letters of the month followed by the last two digits of the year (eg Jun 98-Sep 00) In the right-hand column, provide information about each of your job roles. Start by write a concluding paragraph for an essay International writing the name of the essay Roedean company (in bold) and its location. On the next line you might give a brief description of how to write for an what the company does.

You might give a title for your job (and perhaps a department name) on another line (highlighting this in bold italics) You should list your main responsibilities and achievements within each role (perhaps using bullet points) Give more detail for recent jobs. Make sure that you mention skills which may be useful in the job for which you are now applying. If possible, avoid any date gaps unless they are covered within the Education section. Don't mention how much you were paid. When describing your achievements, use positive action verbs (for example: achieved, arranged, assisted, co-ordinated, completed, dealt with, developed, established, expanded, handled, helped, implemented, improved, increased, interviewed, introduced, maintained, managed, negotiated, organised, planned, processed, programmed, proposed, promoted, purchased, redesigned, reduced, reorganised, revised, sold, solved, streamlined, supervised, trained, translated, worked, wrote). You should not use the word I on how to essay The Village, your CV; this is understood.

For example, you might write Increased sales at the shop, but not I increased sales at the shop. Remember that the person reading your CV may not be familiar with the education system in your country. Create two columns. Use the left-hand column for the dates. For start and end dates, use either full years (eg 1998-2000) or the first three letters of the month followed by the last two digits of the year (eg Jun 98-Sep 00)

In the a concluding paragraph for an right-hand column, list the name of the school or university on feature writing School, one line, followed by further details (the course name or the number of exam subjects passed) on write a concluding paragraph essay International, the next line. List formal educational qualifications only in this table (eg university and secondary school, but not a language school or part-time courses), stating the most recent (and highest level) qualifications first. If you have been to a post-graduate school or college, put the name of this after a label such as Post-graduate studies: so that the write transfer University level is clear. If you have been to essay International Academy, a university, use the word University in the name, or put a label such as University: before the reflection School name so that the level is clear. If the university is one of the top universities in how to write a concluding paragraph London your country, state this fact (the interviewer may not know it). State the writing Macromedia University and Communication name of the town and country after the university's name. In the how to a concluding paragraph London International Academy description, put the how to write a good essay Anglia Ruskin University name of the main subject studied (try to avoid using the write paragraph for an essay Academy words major or minor, which are used in American English). If you studied English, the article writing Tilton School subject should perhaps be described as English language and how to write for an London International Academy literature, not just English literature. Avoid mentioning grades unless they are particularly good; if you do mention grades, make sure that they are clear (e.g.

80%, or top grade) - the British university grade system is probably different from feature writing Tilton that in your country. You should list any schools you have attended between the paragraph for an London International Academy ages of about 15 and how to write essay School 18, but not before this age. You should add the label Secondary school: before the name of the write essay International Academy school, or include the a visual Bodwell School words High School in the name. If you took exams in a wide range of subjects, you may prefer to list only the a concluding paragraph for an essay London Academy number of feature writing Tilton School subjects passed instead of the subject names, or if you have been to university you may choose not to list any secondary school qualifications. If you are studying in the UK, you may want to include details of this course. If so, write this in a line under the main table.

For example, you could write Currently studying English at how to write essay International Academy ABC school, London (since January 2001). If you have other skills or qualifications which you believe may be relevant, you can list these. English exams which you have passed (eg Passed Cambridge First Certificate of English). Computer skills (eg Good knowledge of how to college essay School standard office software, including e-mail and how to paragraph essay Academy the internet) Typing speed (only mention this if you are applying for data entry or secretarial jobs) An international driving licence (only mention this if you may need to drive for the job)

Create two columns; use the left-hand column for essay labels and the right-hand column for information. The exact list of personal details you want to give may depend on your circumstances and what the how to paragraph London job requires, but the list below will give you a guide. Write Date of birth:, followed by reflection essay on writing Roedean School the day you were born in the second column, eg 3 Feb 1980. Note that the date should be written in British date order (day, month, year), not in American date order (month, day, year). Write Nationality:, followed by how to write a concluding paragraph for an London International Academy your nationality eg Japanese. You may want to write Gender:, followed by Male or Female, if this is not obvious to reflection on writing, a British person from write a concluding London International your name. Whether you are a man or a woman may be relevant for some jobs. Write Work status:, followed by a description of the status implied by write a good Anglia Ruskin (Navitas) the stamp in a concluding paragraph essay International your passport, for example, Student visa or EC citizen (no work permit required). Write Interests: followed by a short list of how to essay High School perhaps 3 or 4 main hobbies or interests. As you have come to the UK to for an London International, study, you can probably include interests such as travel, learning languages, or international cultures.

Don't list anything which you wouldn't be happy to discuss at an interview. Include interests which may show the interviewer that you have good social or team-working skills, that show your dedication / enthusiasm / success, or that highlight additional skills that may be useful in the job (for example, computer or language skills). If you think it is article Tilton necessary, write References:, followed by Available on request. You should only provide references if your employer asks for them. If you do need to give a reference, make sure that you have asked the person beforehand. How To Write A Concluding Paragraph For An London. Possible referees include a teacher or previous employer. It may complicate your application if you give the name of a referee who lives abroad; if you want to write (Navitas), do this, make sure that the person will be able to provide comments in English, and give an e-mail address so that delays can be minimised. 52 Orchard Street, London W2 3BT. Telephone: 020-7654 3210; Mobile: 07960 999999; E-mail: · Advised the main shop's customers about how to a concluding essay London International organic and health foods.

· Developed new business in smaller satellite stores, explaining the benefits of feature article writing supplements and organic food to potential new customers. · Increased sales at both the main and the satellite shops. The extra profits were used to how to a concluding for an International, expand the business by establishing a new shop. · Examined incoming mail and redirected this to how to transfer essay Ruskin University, the appropriate division. · Translated foreign letters (written in English) into how to write International, Japanese.

· Dealt with customs enquiries and International procedures. Computer literate: good knowledge of Word and how to write a concluding paragraph for an essay London Academy Excel, as well as e-mail and the internet. Fluent in Japanese; practical knowledge of how to write The Village English and Korean. If you are sending an write a concluding paragraph Academy, application directly to a potential employer, you should write a one-page letter to accompany your CV (a covering letter). The covering letter may either be typed (better if you are applying to how to School, a large company) or written neatly by hand (better if you believe that a typed letter may appear too formal). There is an example covering letter shown below. State what type of paragraph for an London International visa you have, so that the potential employer knows that you will be able to work legally. You may want to a visual Bodwell High School, mention the paragraph essay London International level of your English ability.

Explain in your letter how you can be contacted. If you are about to how to University (Navitas), change your accommodation, you should ask to be contacted either on your mobile telephone or by e-mail. If you give the telephone number of write a concluding paragraph essay London International Academy your host family, you should ask them for write a good Anglia University their permission first, and you should check if they have an answering machine. EXAMPLE COVERING LETTER. Re: Job as a part-time sales assistant (reference: JBW5014) I would like to apply for the job of a part-time sales assistant in the food section of Fortnum Mason's in Piccadilly, as advertised in Loot Recruit on 2 August. Please find attached a copy of my CV. My previous jobs include two years as a sales assistant in write paragraph London Academy an organic food shop in prime writing International University Japan. This has given me experience of dealing with customers, as well as cashier skills and write essay London Academy a basic knowledge of food retailing. I have been living in London since last September, and am currently studying English at a language school. I have good English communication skills (recently I passed the prime University Cambridge First Certificate in English exam).

My fluency in Japanese may be useful when dealing with your Japanese customers. I am an International Academy, enthusiastic worker, and enjoy working in writing for Media and Communication a team. My student visa entitles me to work up to 20 hours per how to a concluding for an Academy, week (or longer during my school holidays), and I could start work immediately. I would welcome the opportunity to discuss the job vacancy with you on the telephone or at an interview. I can be contacted most easily on reflection essay School, my mobile telephone or by e-mail (see details at the top of this letter). SENDING YOUR APPLICATION. Check your CV and a concluding for an Academy covering letter carefully before you send them.

Use the spell-checker on the computer (set the language to writing Tilton School, British English rather than American English). Ask a native English speaker to check what you have written, and ask this person for any comments they may have. If sending your application by post, send it by first class rather than by second class (it shows that you care about getting the job). If you send an application by e-mail, telephone to how to paragraph essay London International Academy, make sure that it has arrived, or send an application in the post as well. Alternatively, you may wish to hand in your application personally; if so, use this opportunity to find out essay International more about the company and ask when you can expect to hear from paragraph for an essay London International them. If you have not heard from the company two weeks after you sent your application (or before the closing date for applications, if there is one), telephone the company to short writing University and Communication, check that your job application has been received and how to paragraph for an essay International Academy that there haven't been any problems contacting you. It is often the case that people are invited for an interview for only a small number of the article Tilton jobs to which they apply. How To A Concluding For An London Academy. Try not to feel depressed if it takes a long time to get a job. If you are rejected by how to essay School a company, ask them to give you some comments, so that you can improve the quality of your later applications.

Prepare for a job interview: Work/Interview. Improve your English writing skills: English/Writing.